Matching Items (5)
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- Creators: Dahlstrom, Margo
- Creators: School of International Letters and Cultures
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A look at the benefits of the integration of music in the classroom. This thesis focuses on how music supports brain development and how that affects the ways children learn the classroom. It also highlights how current teachers feel about integrating music in the classroom and the best practices used for integrating music. Lastly, this thesis contains strategies on how to integrate music in the classroom using the Common Core standards as well as personal compositions written using Common Core standards.
ContributorsAnger, Jack Vottero (Author) / Dahlstrom, Margo (Thesis director) / Stahlman, Rebecca (Committee member) / Mann, Michael (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
This longitudinal study examines the relations of anger, gender, and intrusive maternal parenting to empathy in toddlers. Participants (247 toddlers at the initial assessment) were assessed in a laboratory at approximately 18 (T1, N = 247), 30 (T2, N = 216), and 42 (T3, N = 192) months of age. Toddlers' observed anger was measured during a toy removal task and maternal intrusiveness was observed during free play between mother and toddler. Reported empathy was measured using questionnaires completed by mothers and fathers. At 18 months, a positive relation between observed anger and reported empathy was found for boys, but not for girls. At 30 months, maternal intrusiveness positively predicted empathy in boys, but it negatively predicted empathy in girls. These findings provide insight about sex differences in the development of empathy and concern for others in early childhood.
ContributorsTravis, Katherine Elizabeth (Author) / Eisenberg, Nancy (Thesis director) / Spinrad, Tracy (Committee member) / Eggum, Natalie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2013-05
College Students’ and Inservice Teachers’ Evoked Concept Images and Ways of Understanding Congruence
Description
Eleven years after being put into practice, the Common Core State Standards for Mathematics still take a back seat as traditional approaches drive many secondary geometry classrooms, specifically in regard to congruence. This thesis explores how university students reason about congruence based on their high school learning experience, as well as how in-service geometry teachers reason about and teach congruence. During the Summer of 2020, two distinct surveys were distributed to 33 undergraduate students at Arizona State University and two in-service geometry teachers in Arizona to characterize the ways they understand congruence and reflect on their experiences in secondary geometry classrooms. The results of the survey indicate that students who understood congruence either in terms of corresponding measurements or transformations were successful in identifying congruent shapes, while only students who understood congruence in terms of transformations were successful in constructing congruent shapes. Transformational reasoning was both the most productive and the least prominent way of understanding congruence among students. Their responses to activities and reflections on their experiences also suggested that deductive reasoning is not practiced or prioritized in many secondary geometry classrooms. Teacher understandings of congruence varied, and reflections suggested that development of materials and training that are aligned with the goals of CCSSM for both pre-service and in-service teachers would help teachers create an environment conducive to a transformational understanding of congruence and that promotes deductive reasoning.
ContributorsGeotas, Anastasia Melina (Author) / Roh, Kyeong Hah (Thesis director) / O'Bryan, Alan (Committee member) / School of International Letters and Cultures (Contributor) / The Design School (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12