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- All Subjects: Educational leadership
- All Subjects: Biology
- Genre: Academic theses
- Creators: Buss, Ray R
- Creators: Rutowski, Ronald L
Description
There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence teacher expectations: stereotypes, teacher self-efficacy, school culture, language and formal policies and programs aimed at increasing teacher expectations. The purpose of this study was to inquire into the following questions: (1) What are the factors that influence teachers' academic expectations for low-income and minority students? (2) What are teacher's perceptions on the effectiveness of formal policies and programs that are aimed at increasing teacher expectations? More specifically, do teachers feel that top-down formal policies, such as teacher evaluations, uniform curriculum, and performance-based pay are effective in impacting their expectations, or do teachers believe that bottom-up policies, such as book studies and professional learning communities, make more of an impact on increasing their expectations? Ten teachers were interviewed in a school district that is consistent with the state and national achievement gap. The findings revealed that teacher expectations are influenced by the four factors I found in the research as well as two other factors: a cultural disconnect among teachers and students and teachers' level of motivation. A combination of top-down and bottom-up formal policies and programs are needed as teachers are individuals and all respond to various forms of formal policies and programs differently.
ContributorsCraig, Tina (Author) / Mccarty, Teresa (Thesis advisor) / Davey, Lynn (Committee member) / Miller, Lynn (Committee member) / Arizona State University (Publisher)
Created2011
Description
One hypothesis for the small size of insects relative to vertebrates, and the existence of giant fossil insects, is that atmospheric oxygen levels have constrained body sizes because oxygen delivery would be unable to match the needs of metabolically active tissues in larger insects. This study tested whether oxygen delivery becomes more challenging for larger insects by measuring the oxygen-sensitivity of flight metabolic rates and behavior during hovering for 11 different species of dragonflies that range in mass by an order of magnitude. Animals were flown in 7 different oxygen concentrations ranging from 30% to 2.5% to assess the sensitivity of their behavior and flight metabolic rates to oxygen. I also assessed the oxygen-sensitivity of flight in low-density air (nitrogen replaced with helium), to increase the metabolic demands of hovering flight. Lowered atmosphere densities did induce higher metabolic rates. Flight behaviors but not flight metabolic rates were highly oxygen-sensitive. A significant interaction between oxygen and mass was found for total flight time, with larger dragonflies varying flight time more in response to atmospheric oxygen. This study provides some support for the hypothesis that larger insects are more challenged in oxygen delivery, as predicted by the oxygen limitation hypothesis for insect gigantism in the Paleozoic.
ContributorsHenry, Joanna Randyl (Author) / Harrison, Jon F. (Thesis advisor) / Kaiser, Alexander (Committee member) / Rutowski, Ronald L (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT 1. Aposematic signals advertise prey distastefulness or metabolic unprofitability to potential predators and have evolved independently in many prey groups over the course of evolutionary history as a means of protection from predation. Most aposematic signals investigated to date exhibit highly chromatic patterning; however, relatives in these toxic groups with patterns of very low chroma have been largely overlooked. 2. We propose that bright displays with low chroma arose in toxic prey species because they were more effective at deterring predation than were their chromatic counterparts, especially when viewed in relatively low light environments such as forest understories. 3. We analyzed the reflectance and radiance of color patches on the wings of 90 tropical butterfly species that belong to groups with documented toxicity that vary in their habitat preferences to test this prediction: Warning signal chroma and perceived chromaticity are expected to be higher and brightness lower in species that fly in open environments when compared to those that fly in forested environments. 4. Analyses of the reflectance and radiance of warning color patches and predator visual modeling support this prediction. Moreover, phylogenetic tests, which correct for statistical non-independence due to phylogenetic relatedness of test species, also support the hypothesis of an evolutionary correlation between perceived chromaticity of aposematic signals and the flight habits of the butterflies that exhibit these signals.
ContributorsDouglas, Jonathan Marion (Author) / Rutowski, Ronald L (Thesis advisor) / Gadau, Juergen (Committee member) / McGraw, Kevin J. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Colorful ornaments in animals often serve as sexually selected signals of quality. While pigment-based colors are well-studied in these regards, structural colors that result from the interaction of light with photonic nanostructures are comparatively understudied in terms of their consequences in social contexts, their costs of production, and even the best way to measure them. Iridescent colors are some of the most brilliant and conspicuous colors in nature, and I studied the measurement, condition-dependence, and signaling role of iridescence in Anna's hummingbirds (Calypte anna). While most animal colors are easily quantified using well-established spectrophotometric techniques, the unique characteristics of iridescent colors present challenges to measurement and opportunities to quantify novel color metrics. I designed and tested an apparatus for careful control and measurement of viewing geometry and highly repeatable measurements. These measurements could be used to accurately characterize individual variation in iridescent Anna's hummingbirds to examine their condition-dependence and signaling role. Next, I examined the literature published to date for evidence of condition-dependence of structural colors in birds. Using meta-analyses, I found that structural colors of all three types - white, ultra-violet/blue, and iridescence - are significantly condition-dependent, meaning that they can convey information about quality to conspecifics. I then investigated whether iridescent colors were condition-dependent in Anna's hummingbirds both in a field correlational study and in an experimental study. Throughout the year, I found that iridescent feathers in both male and female Anna's hummingbirds become less brilliant as they age. Color was not correlated with body condition in any age/sex group. However, iridescent coloration in male Anna's hummingbirds was significantly affected by experimental protein in the diet during feather growth, indicating that iridescent color may signal diet quality. Finally, I examined how iridescent colors were used to mediate social competitions in male and female Anna's hummingbirds. Surprisingly, males that were less colorful won significantly more contests than more colorful males, and colorful males received more aggression. Less colorful males may be attempting to drive away colorful neighbors that may be preferred mates. Female iridescent ornament size and color was highly variable, but did not influence contest outcomes or aggression.
ContributorsMeadows, Melissa (Author) / McGraw, Kevin J. (Thesis advisor) / Rutowski, Ronald L (Committee member) / Sabo, John L (Committee member) / Alcock, John (Committee member) / Deviche, Pierre (Committee member) / Arizona State University (Publisher)
Created2012
Description
Differences between males and females can evolve through a variety of mechanisms, including sexual and ecological selection. Because coloration is evolutionarily labile, sexually dichromatic species are good models for understanding the evolution of sex differences. While many jumping spiders exhibit diverse and brilliant coloration, they have been notably absent from such studies. In the genus Habronattus, females are drab and cryptic while males are brilliantly colored, displaying some of these colors to females during elaborate courtship dances. Here I test multiple hypotheses for the control and function of male color. In the field, I found that Habronattus males indiscriminately court any female they encounter (including other species), so I first examined the role that colors play in species recognition. I manipulated male colors in H. pyrrithrix and found that while they are not required for species recognition, the presence of red facial coloration improves courtship success, but only if males are courting in the sun. Because light environment affects transmission of color signals, the multi-colored displays of males may facilitate communication in variable and unpredictable environments. Because these colors can be costly to produce and maintain, they also have the potential to signal reliable information about male quality to potential female mates. I found that both red facial and green leg coloration is condition dependent in H. pyrrithrix and thus has the potential to signal quality. Yet, surprisingly, this variation in male color does not appear to be important to females. Males of many Habronattus species also exhibit conspicuous markings on the dorsal surface of their abdomens that are not present in females and are oriented away from females during courtship. In the field, I found that these markings are paired with increased leg-waving behavior in a way that resembles the pattern and behavior of wasps; this may provide protection by exploiting the aversions of predators. My data also suggest that different activity levels between the sexes have placed different selection pressures on their dorsal color patterns. Overall, these findings challenge some of the traditional ways that we think about color signaling and provide novel insights into the evolution of animal coloration.
ContributorsTaylor, Lisa Anne (Author) / McGraw, Kevin J. (Thesis advisor) / Clark, David L. (Committee member) / Johnson, James C. (Committee member) / Alcock, John (Committee member) / Rutowski, Ronald L (Committee member) / Arizona State University (Publisher)
Created2012
Description
Abstract Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an attempt to overcome conflict, the researcher introduced an intervention to five grade-level teaching teams at a suburban elementary school where staff had been struggling to develop teams into PLCs. The intervention consisted of training participants in the use of collaborative norms, and then tracking the use of these norms during team meetings, as well as gathering the teachers' perceptions on how their team was being affected by the use of the norms. Seven training sessions were conducted, each devoted to an individual norm such as pausing, putting ideas on the table, or presuming the positive, and so on. A mixed-methods action research model was utilized in gathering and analyzing the data in this study. Qualitative measures included reflection journals completed by the teachers, open-ended survey questions, and written responses in which the teachers described prior to the intervention and again after the intervention how their team: 1. Is like a PLC, 2. Is not like a PLC, and 3. Is becoming like a PLC. Quantitative measures included a survey of team communication that used questions regarding efficacy, conflict, and candor/trust. Quantitative measures also included an instrument developed as part of the System for Multi-Level Observation of Groups (SYMLOG) which is used for recording evidences of values observed in team members. Results demonstrated increases in teachers' perceptions of friendliness among their colleagues, ability to deal with conflict amicably and constructively, and in teachers' perception that they were now being listened to and understood more than they had been previously. Teachers also reported that they came to think of their team as a PLC, and began to perceive that there were benefits with respect to student achievement because they were becoming a PLC. Discussion focused on lessons learned, implications for practice, and implications for research.
ContributorsSterr, Ronald (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Thesis advisor) / Roy, Patricia (Committee member) / Arizona State University (Publisher)
Created2011
Description
Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the teacher; sharing whole-class and individual student data; setting 60-day academic goals; coaching parents in `teaching' skills; distributing take-home practice materials; and networking. Quantitative data included pre- and post-intervention parent surveys, and pre- and post-intervention student scores on high frequency words and oral reading fluency. Qualitative data included field notes from APTT meetings, pre- and post-intervention teacher reflections, and teacher, parent, and student interviews. Findings from this study supported previous research that suggested most parents have high aspirations for their children's academic success. Findings also indicated parents understood their involvement was important to support academic growth. Increased quality and quantity of parent-teacher communication and interaction improved parents' ability to support student learning at home. Parents increased involvement in children's academics was related to teachers' provision of detailed information and training of parents. Qualitative results showed parents' teaching efforts contributed to students' improvement in reading. To understand this outcome, effectual congruence (EC) was offered as an explanation. EC occurred when parents and teachers agreed on an action plan for student achievement, when there was a mutual commitment to taking specific actions and when each person's role was clearly defined and implemented. EC became the process that supported achievement growth. These results demonstrated that relationships between parents and teachers are complex. Further, when teachers and parents were fully invested in collaboration it produced powerful results for students. This study provided critical information for parents, teachers, administrators and policy makers attempting to implement more effective parent involvement initiatives.
ContributorsParedes, Maria C (Author) / Buss, Ray R (Thesis advisor) / Zambo, Ronald (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
It is common for graduate programs to be plagued by delays in on-time student completion or to experience student attrition. Students have experienced such delays in a local program at the University where I am employed as a lecturer. Therefore, this dissertation was undertaken with the aim of supporting university students at the graduate level toward successful on-time completion of their programs. This action research study was multi-phased in its approach; with data collection, and reflection driving the process for intervention delivery and subsequent evaluation. A dynamic approach which included some components of greater structure than was previously seen in the program, was designed for implementation. It was envisaged that this approach would serve as a model of support for students. The following chapters written in article format details the cycles of action research undertaken as part of this dissertation. The first article tells a story written for a wider audience. While the second article presents a more direct look at the implementation of the dynamic structured approach, and lessons learned through the experiential stories of the students. The dynamic structured approach is a framework which was created from a synergetic review of studies on the issues of attrition and delayed completion in graduate programs. The approach was therefore discussed in hopes that it can be used as a model in other graduate programs to ensure that students are supported in a holistic manner. Further, recommendations were made to bolster the approach based on the lessons learned from its initial implementation as well as through the reflections of the researcher-practitioner. The approach has built-in flexibility and is open to refinement and modification to suit the needs of varying institutions for future use.
ContributorsLord, Kara Tamara (Author) / Basile, Carole (Thesis advisor) / Buss, Ray (Committee member) / Smith, Stephanie (Committee member) / Bissessar, Charmaine (Committee member) / Arizona State University (Publisher)
Created2022
Description
Schools across the nation have increasingly been required to fill social, emotional, and academic gaps for students. The cost to ensure the needs of students have been met has become challenging for many K-12 schools. Students in urban communities have faced additional adverse circumstances such as high family mobility, food insecurities, lack of adequate healthcare, and limited social capital. Community-school partnerships have played a critical, beneficial role in filling the needs of students when schools did not have the resources or capabilities to do so. Nevertheless, most school principals do not have tools and strategies to identify, recruit, and develop these partnerships. In this study, I created the Development of the Partnership Protocol for Principals (DP3) to help develop principals’ skills and self-efficacy to develop community-school partnerships. The DP3 protocol was made up of a series of four steps, which enabled principals to develop their agency to be successful in identifying, recruiting, and developing partnerships. The four-step process required principals to (a) conduct a needs assessment of the state of the school and its current partnerships, (b) strategically analyze potential opportunities, (c) develop pathways for partnerships, and (d) construct a plan to implement the partnership. In this study, I used quantitative and qualitative measures to assess principals' perceptions of their skills and self-efficacy for developing partnerships. Quantitative results showed increased skills and self-efficacy. Further, qualitative data complemented these quantitative results. Qualitative data also revealed partnerships benefitted students if the partnerships were aligned to academic or cultural gaps and needs of schools. In the discussion, I have described the complementarity of the data and connected outcomes to the intervention and the research literature. Moreover, I discussed limitations, implications for practice, implications for future research, and personal lessons learned. In conclusion, participation in the DP3 workshops increased principals’ skills and self-efficacy for developing community-school partnerships and DP3 exhibited potential as a means to develop skills for school leaders to support their efforts in building community-school partnerships.
ContributorsBolding Jr, Reginald (Author) / Buss, Ray R (Thesis advisor) / Rund, James (Committee member) / Weeks, Larry (Committee member) / Arizona State University (Publisher)
Created2022
Description
The problem of practice addressed in this study specifically examined how teachers lack the knowledge and experience of working with Indigenous students, thus creating a lack of connections with these students. Indigenous students have unique life experiences and world views, and the lack of knowledge and experience from teachers makes it difficult to provide adequate connections for the students in Tribal Schools. One of the driving ideas behind this research was that if non-Native teachers do not understand their students, how will they be able to connect with them and teach them effectively? Connections and relationships with teachers are one of the most beneficial factors for students. Generally, teacher preparation programs within the United States do not explicitly address the unique barriers and histories experienced by Indigenous students. The goal of this study was to assist teachers of varying cultural backgrounds in the transition from their teacher education programs to being in the classroom, teaching Indigenous students. This will better prepare future educators to teach Indigenous students in a Tribal School setting.
ContributorsDumarce, Demi (Author) / Gee, Elizabeth (Thesis advisor) / Whalen, Kevin (Committee member) / Smith, Stephanie (Committee member) / Arizona State University (Publisher)
Created2023