Matching Items (4)
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- All Subjects: Engagement
- Creators: Rotheram-Fuller, Erin
- Creators: Asner, Greg
Description
“If you treat an individual as he is, he will stay as he is,
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
ContributorsSaltmarsh, Sarah Schmaltz (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Shaw, Ann (Committee member) / Arizona State University (Publisher)
Created2016
Description
College completion has become a national priority in the United States. Before students can graduate from a college or university, however, they must survive their first year in higher education. The retention of out-of-state freshmen is a major piece of the larger college student retention puzzle due to recent national enrollment trends and the financial implications of out-of-state student enrollment. With public universities nationwide receiving less financial support from state governments, many of these institutions have used a strategy of aggressively recruiting and increasingly enrolling out-of-state students because the higher tuition these students pay can help offset the loss of state funding. Despite the importance of out-of-state students to the national higher education landscape, little research has been conducted on out-of-state student retention.
This study examined the relation between a resource website and the engagement, sense of belonging, homesickness, and retention of out-of-state freshmen at Arizona State University (ASU). Mixed methods of inquiry were utilized; data sources included a pre- and post-intervention student survey, student interviews, student essay artifacts, website utilization records, and university retention reports.
This study demonstrated that freshmen coming to ASU from another state experienced four main challenges related to being an out-of-state student. Those challenges were homesickness, adjusting to living in Arizona, managing finances, and making friends at ASU. Out-of-state students therefore needed extra support for their transition. The study found that an out-of-state student resource website had a positive association with co-curricular engagement and homesickness frequency reduction. Moreover, the site provided useful information on the challenges experienced by out-of-state freshmen. Discussion includes possible explanations for the findings and implications for practice and research.
This study examined the relation between a resource website and the engagement, sense of belonging, homesickness, and retention of out-of-state freshmen at Arizona State University (ASU). Mixed methods of inquiry were utilized; data sources included a pre- and post-intervention student survey, student interviews, student essay artifacts, website utilization records, and university retention reports.
This study demonstrated that freshmen coming to ASU from another state experienced four main challenges related to being an out-of-state student. Those challenges were homesickness, adjusting to living in Arizona, managing finances, and making friends at ASU. Out-of-state students therefore needed extra support for their transition. The study found that an out-of-state student resource website had a positive association with co-curricular engagement and homesickness frequency reduction. Moreover, the site provided useful information on the challenges experienced by out-of-state freshmen. Discussion includes possible explanations for the findings and implications for practice and research.
ContributorsCorrea, Kevin (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Ott, Molly (Committee member) / Blakemore, Arthur (Committee member) / Arizona State University (Publisher)
Created2017
Description
Chi and Wylie’s (2014) Interactive Constructive Active Passive Framework (ICAP) was used as the foundation of a teacher led intervention using small group instruction with manipulatives during mathematics instruction to provide developmentally appropriate instruction to kindergarten students in a rigorous academic program. This action research mixed-methods study was conducted in a full-day self-contained kindergarten classroom to ascertain the effects of this mathematics instruction method on students’ levels of engagement and attitudes. Over the course of six months, twenty mathematics lessons were recorded to gather data for the study. Quantitative data included measuring time-on-task, teacher behaviors ICAP level, student behaviors ICAP level, as well as a Student Attitude Survey that was conducted at the conclusion of the study. The Student Attitude Survey was presented in a modified Likert Scale format due to the age and reading ability of the participants. Qualitative data was gathered in the form of lesson transcripts. Twenty-two students and one classroom teacher participated in the study. Students ranged in age from five to six years old, and eleven participants (50%) were male. The results of the study showed that the use of small group hands-on instruction in mathematics had a positive effect on student engagement based on students’ time-on-task during the activity, as well as positive student attitudes toward mathematics as indicated on the Student Attitude Survey. Lesson transcripts and both teacher and student ICAP rubrics provided further support for the innovation.
ContributorsMiller, Jessica Ann (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Oakes, Wendy (Committee member) / Wheeler, Melanie (Committee member) / Arizona State University (Publisher)
Created2019
Description
The scientific research conducted by science, technology, engineering, and mathematics (STEM) institutions is groundbreaking. Everyday, scientists create a deeper understanding of the world around us, and then communicate that understanding through journal papers, articles, and conferences. To strengthen these traditional forms of communication, science communicators can use social media platforms such as Twitter and Facebook to promote themselves and earn digital audience engagement that will grow the impact and success of their research. This thesis synthesizes research on human communication theories, digital user behavior, and science communication practices in order to create the “Science Communicator’s Guide to Social Media Engagement”. This guide empowers science communicators to utilize social media in a way that can increase their digital audience engagement, expand the reach of their research, and ultimately amplify their professional presence in the scientific community.
ContributorsVandekop, Victoria Margueritte (Author) / Asner, Greg (Thesis director) / Martin, Roberta (Committee member) / Hugh Downs School of Human Communication (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12