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- Genre: Doctoral Dissertation
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Description
Using experience, observations, data, current research, and writings in the field of volunteer management, it was determined there was a need to study the effects of leadership/management practices on the productivity outcomes of a volunteer construction workforce. A simple wood bench that would be tiled and painted was designed to test the areas of Time, Waste, Quality, Safety, and Satisfaction of different volunteer groups. The challenge was bolstered by giving the teams no power tools and limited available resources. A simple design of experiment model was used to test highs and lows in the three management techniques of Instruction, Help, and Encouragement. Each scenario was tested multiple times. Data was collected, normalized and analyzed using statistical analysis software. A few significant findings were discovered. The first; the research showed that there was no significant correlation between the management practices of the leader and the satisfaction of the volunteers. The second; the research also showed when further analyzed into specific realistic scenarios that the organizations would be better to focus on high amounts of Help and Encouragement in order to maximize the productivity of their volunteer construction workforce. This is significant as it allows NPO's and governments to focus their attention where best suited to produce results. The results were shared and the study was further validated as "significant" by conducting interviews with experts in the construction nonprofit sector.
ContributorsPrigge, Diedrich (Author) / Sullivan, Kenneth (Thesis advisor) / Wiezel, Avi (Committee member) / Badger, William (Committee member) / Arizona State University (Publisher)
Created2013
Description
An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice. Video-based evidence has long been used in connection with teacher reflection and as the technology necessary to record video has become more readily available, video recordings have found an increasing presence in teacher observations. In addition, more and more schools are turning to mobile technology to help record evidence during teacher observations. Several mobile applications have been developed, which are designed to help instructional coaches, administrators, and teachers make the most of teacher observations. This study looked at the use of the DataCapture mobile application to record video-based evidence in teacher observations as part of an instructional coaching program in a large public school district in the Southwestern United States. Six instructional coaches and two teachers participated in interviews at the end of the study period. Additional data was collected from the DataCapture mobile application and from a survey of instructional coaches conducted by the school district in connection with its Title I programs. Results show that instructional coaches feel that using video-based evidence for teacher reflection is effective in a number of ways. Teachers who have experienced seeing themselves on video also felt that video-based evidence is effective at improving teacher reflection, while teachers who have not yet experienced seeing themselves on video displayed extreme apprehensiveness about being video recorded in the classroom. Instructional coaches felt the DataCapture mobile application was beneficial in teacher evaluation, but there were several issues that impacted the use of the mobile application and video-based evidence, including logistics, time requirements, and administrative support. The discussion focuses on recommendations for successfully using video-based evidence in an instructional coaching context, as well as some suggestions for other researchers attempting to study how video-based evidence impacts teachers' ability to reflect on their own teaching.
ContributorsShewell, Justin Reed (Author) / Bitter, Gary (Thesis advisor) / Dawson, Edwin (Committee member) / Blair, Heidi (Committee member) / Arizona State University (Publisher)
Created2013
Description
Consideration of both biological and human-use dynamics in coupled social-ecological systems is essential for the success of interventions such as marine reserves. As purely human institutions, marine reserves have no direct effects on ecological systems. Consequently, the success of a marine reserve depends on managers` ability to alter human behavior in the direction and magnitude that supports reserve objectives. Further, a marine reserve is just one component in a larger coupled social-ecological system. The social, economic, political, and biological landscape all determine the social acceptability of a reserve, conflicts that arise, how the reserve interacts with existing fisheries management, accuracy of reserve monitoring, and whether the reserve is ultimately able to meet conservation and fishery enhancement goals. Just as the social-ecological landscape is critical at all stages for marine reserve, from initial establishment to maintenance, the reserve in turn interacts with biological and human use dynamics beyond its borders. Those interactions can lead to the failure of a reserve to meet management goals, or compromise management goals outside the reserve. I use a bio-economic model of a fishery in a spatially patchy environment to demonstrate how the pre-reserve fisheries management strategy determines the pattern of fishing effort displacement once the reserve is established, and discuss the social, political, and biological consequences of different patterns for the reserve and the fishery. Using a stochastic bio-economic model, I demonstrate how biological and human use connectivity can confound the accurate detection of reserve effects by violating assumptions in the quasi-experimental framework. Finally, I examine data on recreational fishing site selection to investigate changes in response to the announcement of enforcement of a marine reserve in the Gulf of California, Mexico. I generate a scale of fines that would fully or partially protect the reserve, providing a data-driven way for managers to balance biological and socio-economic goals. I suggest that natural resource managers consider human use dynamics with the same frequency, rigor, and tools as they do biological stocks.
ContributorsFujitani, Marie (Author) / Abbott, Joshua (Thesis advisor) / Fenichel, Eli (Thesis advisor) / Gerber, Leah (Committee member) / Anderies, John (Committee member) / Arizona State University (Publisher)
Created2014
Description
Mathematical modeling of infectious diseases can help public health officials to make decisions related to the mitigation of epidemic outbreaks. However, over or under estimations of the morbidity of any infectious disease can be problematic. Therefore, public health officials can always make use of better models to study the potential implication of their decisions and strategies prior to their implementation. Previous work focuses on the mechanisms underlying the different epidemic waves observed in Mexico during the novel swine origin influenza H1N1 pandemic of 2009 and showed extensions of classical models in epidemiology by adding temporal variations in different parameters that are likely to change during the time course of an epidemic, such as, the influence of media, social distancing, school closures, and how vaccination policies may affect different aspects of the dynamics of an epidemic. This current work further examines the influence of different factors considering the randomness of events by adding stochastic processes to meta-population models. I present three different approaches to compare different stochastic methods by considering discrete and continuous time. For the continuous time stochastic modeling approach I consider the continuous-time Markov chain process using forward Kolmogorov equations, for the discrete time stochastic modeling I consider stochastic differential equations using Wiener's increment and Poisson point increments, and also I consider the discrete-time Markov chain process. These first two stochastic modeling approaches will be presented in a one city and two city epidemic models using, as a base, our deterministic model. The last one will be discussed briefly on a one city SIS and SIR-type model.
ContributorsCruz-Aponte, Maytee (Author) / Wirkus, Stephen A. (Thesis advisor) / Castillo-Chavez, Carlos (Thesis advisor) / Camacho, Erika T. (Committee member) / Kang, Yun (Committee member) / Arizona State University (Publisher)
Created2014
Description
This mixed methods participatory action research study explored how an instructional coach influenced a state mandated curriculum adoption at a Title 1 urban middle school. The purpose of this study was to identify ways in which an instructional coach supported a veteran staff during the adoption of new curriculum standards. The instructional coach/action researcher employed a three pronged coaching approach that incorporated individual and team coaching sessions and increased networking to encourage and support the development of social capital. This study was informed using Vygotsky's Social Learning Theory, Wenger's Communities of Practice, Coleman's Social Capital Theory, and Hall and Horde's Concerns-Based Adoption Model. The study is heavily weighted in favor of qualitative data which includes participant reflections, coach individual session and team session reflections, field-notes, team meeting videos, and exit interviews. Several themes emerged supporting the use of a differentiated coaching approach, the promotion of social capital, and the identification of initiative overload as a barrier to curriculum adoption. The quantitative data analysis, pre and post study Stages of Concern Questionnaires, produced evidence that participants experienced minor shifts in their concerns relating to the adoption of Common Core State Standards. Results were used to inform coaching decisions based on individual participant needs as well as to augment the qualitative findings. Ideas for further research are discussed.
ContributorsSchwarting, Joann (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Johnson, Lynda (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as primary recipients of accountability sanctions, many teachers withdraw, "burn out," or leave the profession altogether. The present study is based on the premise that teachers are vital to student achievement, and that their perspectives and understandings are therefore a resource for educational reform especially in light of the accountability mandates under NCLB. With that premise as a starting point, this dissertation examines practicing urban teachers' experiences of accountability in culturally and linguistically diverse schools. To fulfill these goals, this qualitative study used individual and focus group interviews and observations with veteran elementary school teachers in an urban Southwestern public school district, to ascertain practices they perceive to be effective. The study's significance lies in informing stakeholders, researchers, and policymakers of practicing teachers' input on accountability mandates in diverse urban schools.
ContributorsGishey, Rhiannon L (Author) / Mccarty, Teresa L (Thesis advisor) / Fischman, Gustavo E (Committee member) / Ikeler, Susan (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The high percentage and the steady growth of Hispanic/Latino students in Arizona demand that special attention be placed on improving academic achievement and attainment. The need to support Hispanic/Latino parents in becoming meaningful positive contributors to their children's schooling continues to surface as a critical issue in school improvement efforts in many Arizona districts. American Dream Academy, part of the Center for Community Development and Civil Rights at Arizona State University, has aimed to address this critical issue. Their focus has been to change Latino parents' beliefs about, knowledge of, and behaviors related to their children's education from pre-kindergarten to the post-secondary level. The Hoover-Dempsey and Sandler model, Realizing the American Dream, for parental involvement was the basis for the design of the curriculum used by the American Dream Academy. The purpose of this study was to analyze the efficacy of the American Dream Academy in changing the beliefs, knowledge, and behaviors of parents. The data sources were demographic and pre- and post-academy surveys taken by 719 parents representing 42 Title 1 school districts throughout Maricopa County, Arizona during the spring semester of 2012. Two tailed t tests and the significant p values revealed statistically significant changes after participation in the academy for each one of the survey statement constructs, beliefs, knowledge, and behaviors. A computation of the effect sizes using Cohen's d revealed that there were moderate to large effect sizes for each of the constructs. The knowledge construct had the largest effect size. Pearson correlation coefficients revealed that the gains for each construct were positively correlated with each of the other constructs and that the relationships were statistically significant. The significant effects of the American Dream Academy's curriculum were considerable in changing parents' beliefs, knowledge, and behaviors as to pre-kindergarten and post-secondary education. Of special notice is the effect that the academy had on parents' knowledge of how to help their children as they navigate through the United States' educational system. It is recommended that school districts partner with the American Dream Academy in efforts to engage parents in meaningful participation.
ContributorsPortillo, Danelia (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A (Committee member) / Diaz, René X (Committee member) / Arizona State University (Publisher)
Created2013
Description
National Board Certification is an esteemed certification and professional learning and reflective opportunity for teachers. Cognitive coaching is also a method of support many teachers receive over the course of their National Board Certification journey. The certification process involves reflective practices and opportunities for teachers to think differently about their instructional decisions and overall teaching practice. This project involves teachers who are not affiliated with the National Board Certification process. The researcher provides them with reflective opportunities and components from the certification process. An analysis of qualitative and quantitative data unveil the following results. First, coaching and practices associated with the National Board Certification process benefit all teachers. In addition, qualitative data from the findings reveal that frequent and consistent reflective opportunities provided to teachers impact their awareness of content knowledge and their students' needs. The findings from this study also suggest that when teachers are given reflective opportunities, time to collaborate with others, and consistent and frequent time to work with a coach, then student achievement is positively affected.
ContributorsDiaz, Kirsten Anne (Author) / Roe, Mary (Thesis advisor) / Weber, Catherine (Committee member) / Tankersley, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
The National Association of Community College Teacher Education Programs (NACCTEP) was established to promote the community college role in the recruitment, preparation, retention, and renewal of teachers. NACCTEP is led by a 13-member executive board consisting of community college teacher education administrators and faculty members from across the United States. Board members expressed concern that their first year consisted of them trying to learn their role as a board member including how to participate in board activities. By the time they became fully knowledgeable about their role and became more active participants, their two-year term was completed. They also indicated that initially they felt disconnected from veteran board members. To address this issue, an orientation/leadership suite was developed for new board members to assist them in transitioning from peripheral roles to full active roles. The suite included activities such as an association orientation web page, participation in monthly board conference calls, a face-to-face leadership session, and mentoring by veteran board members. The communities of practice (CoP) framework shaped this action research study and the activities of the suite were designed to foster a CoP. This action research study utilized a mixed-method research approach in which both qualitative and quantitative instruments were used to gather data. The descriptive statistics indicated that on average, new board members perceived mentoring was effective, understood their role on the board, experienced a sense of a community of practice, considered themselves as active on the board, and believed the leadership orientation suite was effective. An analysis of the qualitative data resulted in four themes: community, communication, participation, and efficacy. Overall, the findings indicated that the new board member orientation/leadership suite assisted new board members transition from peripheral roles to active leadership roles through developing a sense of community; facilitating and sustaining communication; defining, supporting, and encouraging participation; and increasing efficacy in their roles. Through the learning of their roles, the new board members became knowledgeable, comfortable, and confident in serving as board members, which facilitated their participating in the NACCTEP board's CoP.
ContributorsOstos, Ray A (Author) / Buss, Ray (Thesis advisor) / Barnett, Joshua (Committee member) / De Los Santos, Gerardo (Committee member) / Arizona State University (Publisher)
Created2013
Description
This work is an assemblage of three applied projects that address the institutional and spatial constraints to managing threatened and endangered (T & E) terrestrial species. The first project looks at the role of the Endangered Species Act (ESA) in protecting wildlife and whether banning non–conservation activities on multi-use federal lands is socially optimal. A bioeconomic model is used to identify scenarios where ESA–imposed regulations emerge as optimal strategies and to facilitate discussion on feasible long–term strategies in light of the ongoing public land–use debate. Results suggest that banning harmful activities is a preferred strategy when valued species are in decline or exposed to poor habitat quality. However such a strategy cannot be sustained in perpetuity, a switch to land–use practices characteristic of habitat conservation plans is recommended. The spatial portion of this study is motivated by the need for a more systematic quantification and assessment of landscape structure ahead of species reintroduction; this portion is further broken up into two parts. The first explores how connectivity between habitat patches promotes coexistence among multiple interacting species. An agent–based model of a two–patch metapopulation is developed with local predator–prey dynamics and density–dependent dispersal. The simulation experiment suggests that connectivity levels at both extremes, representing very little risk and high risk of species mortality, do not augment the likelihood of coexistence while intermediate levels do. Furthermore, the probability of coexistence increases and spans a wide range of connectivity levels when individual dispersal is less probabilistic and more dependent on population feedback. Second, a novel approach to quantifying network structure is developed using the statistical method of moments. This measurement framework is then used to index habitat networks and assess their capacity to drive three main ecological processes: dispersal, survival, and coexistence. Results indicate that the moments approach outperforms single summary metrics and accounts for a majority of the variation in process outcomes. The hierarchical measurement scheme is helpful for indicating when additional structural information is needed to determine ecological function. However, the qualitative trend between network indicator and function is, at times, unintuitive and unstable in certain areas of the metric space.
ContributorsSalau, Kehinde Rilwan, 1985- (Author) / Janssen, Marco A (Thesis advisor) / Fenichel, Eli P (Thesis advisor) / Anderies, John M (Committee member) / Abbott, Joshua K (Committee member) / Arizona State University (Publisher)
Created2013