Matching Items (3)
Filtering by
- All Subjects: Social Emotional Learning
- All Subjects: Cultural Awareness
- Creators: LePore, Paul
Description
The purpose of this mixed methods research study was to assess the impact and influence of a pre-international experience course on Arizona State University (ASU) students before they study or intern abroad. Currently, the study abroad pre-departure orientation for ASU participants consists of online modules and a two-hour face-to-face orientation. In this action research study, the practitioner-researcher re-designed an ASU School of Politics and Global Studies (SPGS), one-credit course that focused exclusively on cross-cultural awareness and sensitivity. A needs assessment was distributed to a sample of 800 returning study abroad participants and was used to influence the study, along with an extensive literature review and two cycles of action research. The dissertation research and study was conducted during the ASU fall 2013 semester. Quantitative data and qualitative data were collected using eight different measures. To better understand the impact of a pre-international experience curriculum for ASU study abroad and international internship participants before they go abroad, this research study investigated the following research questions: (1) What cultural impact does a pre-international experience course have on students who complete the course before studying or interning abroad? (2) What specific cultural competencies are gained by the participants after participating in the pre-international experience course? (3) How has developing the curriculum, teaching the curriculum and implementing the innovation influenced and informed my practice as an international educator and the Assistant Director of the Arizona State Study Abroad Office? The following five assertions were identified within the quantitative and qualitative analysis of the collected data to answer the three research questions: (1) Students are more confident in their abilities to cross cultures after successfully completing taking the new course; (2) Students are more aware of other cultures and their own culture after successfully completing taking the new course; (3) Students gained important knowledge about understanding others' worldviews after successfully completing taking the new course; (4) Students gained general openness toward intercultural learning and to people from cultures different from their own after successfully completing the new course; (5) Developing and implementing a pre-international experience course changed me as a leader, instructor and researcher. Implications for future implementation and research are discussed.
ContributorsHenry, Adam (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Committee member) / LePore, Paul (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability navigate the emotional aspects of teaching, exercise optimism, and make daily choices based on a greater sense of purpose? A mixed-methods (QUAL-quant ) was employed to investigate this question and to gain a greater understanding of emotional intelligence in the teaching profession. The Six Seconds model of emotional intelligence was used as a foundation for the intervention and data collection. Data were collected through an emotional intelligence assessment, a teaching satisfaction survey, semi-structured interviews, observations, field notes, training transcripts, training artifacts, and a participant journal. The results from the study indicated that the Six Seconds model has the potential to positively impact emotional intelligence development in teacher candidates. Moreover, the study resulted in broader assertions about emotional intelligence development among future teachers. Emotional intelligence starts with a commitment to change. Second, teacher candidates must have the opportunity to continuously apply new learning in an environment conducive to EQ development. Finally, the pursuit of a noble goal is critical to the application of all other emotional intelligence competencies.
ContributorsRojas, Michelle (Author) / Carlson, David L. (Thesis advisor) / Heck, Thomas (Committee member) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Peer pressure is a very broad topic. Researching peer pressure and friendships allows me to back up my creative project, a children’s picture book, with reliable information. This topic is important because it affects everyone, no matter the age or situation. The book can be used as a tool for teachers and parents to start a conversation about peer pressure. It presents the topic in a light-hearted manner, where different characters have unique experiences that affects how they treat others. Pier Pressure is a social emotional literacy picture book meant for young children. I researched the importance of social emotional learning and how it can de depicted through children’s books. I explain the methods I used to create this book and share the research about friendships that guided my writing.
ContributorsMachen, Maryjane (Author) / Pfister, Mark (Thesis director) / LePore, Paul (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05