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- Creators: Arizona State University
Description
The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student achievement in elementary schools. Using a multiple case study design, the researcher investigated teacher knowledge as a function of the Mathematics Teaching Cycle (NCTM, 2007). Three cases (of two teachers each) were selected using a compilation of Learning Mathematics for Teaching (LMT) measures (LMT, 2006) and Developing Mathematical Ideas (DMI) measures (Higgins, Bell, Wilson, McCoach, & Oh, 2007; Bell, Wilson, Higgins, & McCoach, 2010) and student scores on the Arizona Assessment Collaborative (AzAC). The cases included teachers with: a) high knowledge & low student achievement v low knowledge & high student achievement, b) high knowledge & average achievement v low knowledge & average achievement, c) average knowledge & high achievement v average knowledge & low achievement, d) two teachers with average achievement & very high student achievement. In the end, my data suggested that MKT was only partially utilized across the contrasting teacher cases during the planning process, the delivery of mathematics instruction, and subsequent reflection. Mathematical Knowledge for Teaching was utilized differently by teachers with high student gains than those with low student gains. Because of this insight, I also found that MKT was not uniformly predictive of student gains across my cases, nor was it predictive of the quality of instruction provided to students in these classrooms.
ContributorsBurke, Margaret Kathleen (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Thesis advisor) / Battey, Daniel S (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the experiences of first-generation college students who were enrolled in online degree programs at a traditional brick-and-mortar university located in the western United States. These students were viewed as "double first-generation" because they were not only the first in their family to pursue a bachelor's degree, but were also among the first generation in the history of American higher education to pursue public, postsecondary education in an entirely online format. The research was designed as a multiple methods case study that emphasized qualitative methods. Being exploratory in nature, the study focused on participant characteristics and the ways that they responded to and persisted in online degree programs. Data was collected through research that was conducted entirely online; it included an e-survey, two asynchronous focus groups, and individual interviews that were conducted via Skype. Grounded theory served as the primary method for data analysis, while quantitative descriptive statistics contextualized the case. The results of this study provide a window into the micro- and macro-level tensions at play in public, online postsecondary education. The findings indicate that these pioneering and traditionally underserved students drew from their diverse backgrounds to persist toward degree completion, overcoming challenges associated with time and finances, in hopes that their efforts would bring career and social mobility. As one of the first studies to critically examine the case of double first-generation college students, this study extends the literature in meaningful ways to provide valuable insights for policymakers, administrators, faculty, and staff who are involved with this population.
ContributorsShea, Jennifer Dawn (Author) / Fischman, Gustavo E. (Thesis advisor) / De Los Santos Jr, Alfredo G. (Committee member) / Ewing, Kris (Committee member) / Archambault, Leanna (Committee member) / Arizona State University (Publisher)
Created2013
Description
This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and depth.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
ContributorsKubasko, Wendy Lynn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Diaz, Rene (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examines the factors that shape the timing of a passage of a piece of controversial gender equality legislation by conducting a case study of the abolition of the family-head system in South Korea. This study draws on the method of process tracing with the data collected from the archives and the interviews. The case study mainly compares the legislative processes for the bills on the abolition of the family-head system in 16th and the 17th National Assemblies, in which the bills resulted to opposite outcomes.
This study argues that the institutions of the legislative process mediate the impact of relevant actors for gender equality policymaking. In the bill initiation stage, only a small number of the elected officials are required to introduce a bill, and women representatives serve a vital role as they are more likely to introduce feminist bills than their male colleagues. This study argues that 1) the background of the women influencing their commitment to feminist agendas, 2) strong women’s movements contributing to issue saliency, and thereby the policy priorities of the issue, and 3) the resources and constraints inside the party for feminist policymaking influenced by party ideology, shape how active women representatives will be in advocating controversial gender equality agendas.
In the later stages of policymaking, the efforts of a small number of women members are offset by that of political parties. Emphasizing the positive agenda control of the majority party and the negative agenda control of the minority parties, this study suggests that party issue positions are critical for the outcome of the bill. To explain the party issue position (re)shape, this study underlines 1) public opinion, 2) the emergence of new voter groups leading to the decline of the cleavage politics, 3) new party entry, and 4) women in the party and the party leadership. The findings highlight that the major parties’ issue positions shift in the 17th National Assembly greatly contributed to amplifying the bargaining power of the key allies and weakening the institutional leverage of the opponents, leading to the successful legislation of the bill.
This study argues that the institutions of the legislative process mediate the impact of relevant actors for gender equality policymaking. In the bill initiation stage, only a small number of the elected officials are required to introduce a bill, and women representatives serve a vital role as they are more likely to introduce feminist bills than their male colleagues. This study argues that 1) the background of the women influencing their commitment to feminist agendas, 2) strong women’s movements contributing to issue saliency, and thereby the policy priorities of the issue, and 3) the resources and constraints inside the party for feminist policymaking influenced by party ideology, shape how active women representatives will be in advocating controversial gender equality agendas.
In the later stages of policymaking, the efforts of a small number of women members are offset by that of political parties. Emphasizing the positive agenda control of the majority party and the negative agenda control of the minority parties, this study suggests that party issue positions are critical for the outcome of the bill. To explain the party issue position (re)shape, this study underlines 1) public opinion, 2) the emergence of new voter groups leading to the decline of the cleavage politics, 3) new party entry, and 4) women in the party and the party leadership. The findings highlight that the major parties’ issue positions shift in the 17th National Assembly greatly contributed to amplifying the bargaining power of the key allies and weakening the institutional leverage of the opponents, leading to the successful legislation of the bill.
ContributorsLee, Mijun (Author) / Kittilson, Miki (Thesis advisor) / Simhony, Avital (Committee member) / Shair-Rosenfield, Sarah (Committee member) / Arizona State University (Publisher)
Created2019
Description
Based on multiple case studies of the transactions in China by private equity funds, this paper attempts to explore the value-creation capabilities of private equity funds at the transaction/deal level.
Previous studies on financial performance of PE funds utilized data collected from publically traded companies in European/US markets. By measuring financial performance of both “pre- and post-transactions,” these studies researched two questions: 1) Do buyout funds create value? 2) If they do, what are the sources of value creation? In general, studies conclude that private equity/buyout funds do create value at both the deal level and investor level. They also identified four possible sources of such value creation: 1) undervaluation, 2) leverage effect, 3) better governance, and 4) operational improvement.
However, relatively little is known about the process of value creation. In this study, I attempt to fill that gap, revealing the “secret recipe” of value creation.
By carefully looking into the process of value creation, this study suggests five propositions covering capabilities at 1) deal selection/screening, 2) deal structuring, 3) operational improvement, 4) investment exit, and 5) Top Management Team (TMT). These capabilities at private equity/buyout funds are critical factors for value creation. In a thorough review of the value-creation process, this paper hopes to:
1) Share real-life experiences and lessons learned on private equity transactions in China as a developing economy.
2) Reveal the process of deal/transaction to observe measures taken place within deal/transaction for value creation.
3) Show how well-executed strategies and capabilities in deal selection/screening, deal structuring, operational improvement, and investment exit can still create value for private equity firms without financial leverage.
4) Share the experience of State-Owned Enterprises (SOE) reform participated in by private equity firms in China. This could provide valuable information for policy makers in China.
Previous studies on financial performance of PE funds utilized data collected from publically traded companies in European/US markets. By measuring financial performance of both “pre- and post-transactions,” these studies researched two questions: 1) Do buyout funds create value? 2) If they do, what are the sources of value creation? In general, studies conclude that private equity/buyout funds do create value at both the deal level and investor level. They also identified four possible sources of such value creation: 1) undervaluation, 2) leverage effect, 3) better governance, and 4) operational improvement.
However, relatively little is known about the process of value creation. In this study, I attempt to fill that gap, revealing the “secret recipe” of value creation.
By carefully looking into the process of value creation, this study suggests five propositions covering capabilities at 1) deal selection/screening, 2) deal structuring, 3) operational improvement, 4) investment exit, and 5) Top Management Team (TMT). These capabilities at private equity/buyout funds are critical factors for value creation. In a thorough review of the value-creation process, this paper hopes to:
1) Share real-life experiences and lessons learned on private equity transactions in China as a developing economy.
2) Reveal the process of deal/transaction to observe measures taken place within deal/transaction for value creation.
3) Show how well-executed strategies and capabilities in deal selection/screening, deal structuring, operational improvement, and investment exit can still create value for private equity firms without financial leverage.
4) Share the experience of State-Owned Enterprises (SOE) reform participated in by private equity firms in China. This could provide valuable information for policy makers in China.
ContributorsYe, Youming (Author) / Lee, Peggy (Thesis advisor) / Zhu, Ning (Thesis advisor) / Wahal, Sunil (Committee member) / Arizona State University (Publisher)
Created2016
Description
A group of educators and administrators in an international school in Thailand collaborated for a year to devise and publish a policy document with aim to reform assessment practices of its faculty. The group’s beliefs derived from standards-based assessment leaders and its broad aim was to build a more coherent, accurate, and meaningful assessment system. Using Actor Network Theory as its theoretical perspective, this mixed-methods action research study explored the extent that the policy document changed the beliefs and practices of the faculty, the assessment materials within the system itself, and what other factors may also help account for any changes. The first finding is that the policy did lead to observable changes in practices of faculty traced in tests, quizzes, and the gradebooks that record assessments. A second finding is that the impact of the policy as an agent for change depends on the frequency that it is referenced.
ContributorsMeisner, Nathan Robert (Author) / Gee, Elisabeth (Thesis advisor) / Marsh, Josephine (Committee member) / Heslip, Robin (Committee member) / Arizona State University (Publisher)
Created2021
Description
Breastfeeding is considered the optimal source of nutrition for infants because of the protection it offers against many adverse maternal and child health consequences. The greatest health benefits are associated with exclusive breastfeeding, but employees must often return to work before establishing a full milk supply. Although federal and California law mandate space and time provisions for workplace lactation accommodation, women employed in manual labor jobs, including agricultural field work, face challenges to expressing (pumping) their breast milk. Mexican-descent women, who represent more than a quarter of the California farmworker population, are particularly at risk for supplementing their breastfed infants with formula. Using a socio-ecological model (SEMBA) to guide the research process, this qualitative case study examined the experiences of five Mexican immigrant women who expressed their milk in the California agricultural workplace. The investigator conducted semi-structured interviews to explore how each level of SEMBA influenced their decision to initiate and then continue pumping in the field. Sociodemographic questionnaires were also completed for each participant. Qualitative content analysis led to the discovery of three themes: Honoring Culture, Running the Gauntlet, and Blazing a Trail. Enabling factors for milk expression in the workplace were found at all levels of SEMBA, except for the work environment. At the individual level, self-efficacy, strengthened by social support (interpersonal), was a major contributor to continuance of milk expression. Significant challenges were found at the interpersonal (coworker) and work environment levels, represented by the theme of Running the Gauntlet. Social support at the interpersonal level was provided by family members, child care providers, and WIC breastfeeding peer counselors and buffered the hardships of the workplace. Community level enablers included cultural values, reflected by the theme of Honoring Culture. Trusting in the (lactation) law at the systems level was mentioned by all study participants as a facilitator for workplace milk expression within the theme of Blazing a Trail. Improved understanding of the factors that enable or challenge success at milk expression on the job may lead to appropriate interventions that support optimal breastfeeding, especially among employees in agriculture or other manual labor jobs.
ContributorsVaughan, Janet Copeland (Author) / Reifsnider, Elizabeth (Thesis advisor) / Evans, Bronwynne C (Committee member) / Williams, Deborah L (Committee member) / Arizona State University (Publisher)
Created2023
Description作为凸显国际竞争战略的重要标志性产业之一，MEMS传感器因其技术含量高、市场前景广阔等特征备受全球主要国家的重点关注。我国MEMS传感器产业驱动力主要表现为政策的正向驱动效应明显，下游需求潜力巨大，资本流入效应明显，企业研发重视程度不断提高等。在这些驱动因素下，我国MEMS产业涌现出以敏芯股份为代表的诸多优秀企业，国产化MEMS逐步在单一产品上突破外商“包围”，在全球占据较大市场份额，初步实现了点的突破。从MEMS产业本身来看，MEMS产品的商业进程慢、生产工艺非标准化、严重依赖下游应用场景、需求定制化程度高，技术端和需求端匹配要求极高，这意味着MEMS企业的先发优势尤其重要。然而，从技术成熟度、企业经营状况、竞争者数量等方面来看，本土MEMS传感器行业的替代趋势尚处初级阶段。企业规模还只是国际领先企业的零头， 产品比较单一，集成化集中度不高，而且产品加工制造等关键环节还严重依赖象IMT, TSMC(台积电)这样的外资控股企业。
在此背景下，本文以我国MEMS传感器产业链为切入点，系统梳理MEMS传感器产业上、中、下游产业链的发展现状、竞争格局与发展趋势等。一方面，本文通过剖析全球MEMS产业链现状，并对比分析中国MEMS产业发展的现状、困境、不足和未来发展趋势，以此强化对MEMS产业更为深刻、理性和全面的认知；另一方面，本文通过对比分析中国MEMS上市公司主营策略，并结合敏芯股份、美新半导体等案例，分析国内MEMS相关企业的全产业链的竞争格局， 提出了本人对如何实现突围，如何在全球市场抢占先机的竞争战略思考。
ContributorsZhu, Xiaodan (Author) / Wu, Shin-Yi (Thesis advisor) / Hu, Jie (Thesis advisor) / Sun, Tianshu (Committee member) / Arizona State University (Publisher)
Created2023
Description
Community colleges, like all higher education institutions in the United States, have not been immune to the increased national focus on educational accountability and institutional effectiveness over the past three decades. Federal and non-governmental initiatives aimed at tracking and reporting on institutional outcomes have focused on utilitarian academic and economic measures of student success that homogenize the goals, aspirations, and challenges of the individuals who attend these unique open-access institutions. This dissertation, which is comprised of three submission-ready scholarly peer-reviewed articles, examined community college students’ conceptualizations and valuations of “student success.” The research project was designed as a multiple methods single-site case study, and the data sources consisted of a large-scale student e-survey, follow-up semi-structured interviews with a heterogeneous group of students, semi-structured interviews with faculty and administrators, and a review of institutional documents. The interviews also incorporated two experimental visual elicitation techniques and a participatory ranking exercise. Article One introduces and operationalizes the author’s primary conceptual perspective, the capabilities approach, to develop a more comprehensive framework for understanding and evaluating community college student outcomes. This article documents the methodological process used to generate a theoretical and an empirical list of community college capabilities, which serve as the basis of future capabilities-based research on community college student success. Article Two draws on the student interview and student visual elicitation data to explore the capability category of “refuge” – a new, unexpected, and student-valued purpose of the community college as a safe escape from the complexities and demands of personal, home, and work life. In light of recent efforts to promote more structured and prescriptive college experiences to improve graduation rates, Article Three explores students’ perceptions of their pathways through the community college using the participant-generated and researcher-generated visual elicitation data. Findings indicate that students value the structure and the flexibility community colleges offer, as well as their own ability to be agents and architects of their educational experience. Taken together, these articles suggest that student success is less linear and more rhizomatic in structure than it is currently portrayed in the literature.
ContributorsTopper, Amelia Marcetti (Author) / Powers, Jeanne M. (Thesis advisor) / De Los Santos, Jr., Alfredo G. (Committee member) / Fischman, Gustavo E. (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2015
Description
The lasting benefits of high-quality early childhood programs are widely understood. These benefits and the well-documented return on investments are among the factors that have shaped executives at philanthropic foundations’ grant making in support of early childhood programs, policies, and research in the United States. Yet little is known about the investments they are making in the field of early childhood. Drawing from a conceptual framework that combines types of philanthropic investment with the concepts of accountability and transparency, I conducted a comparative case study of the Buffett Early Childhood Fund, George Kaiser Family Foundation, and Bill & Melinda Gates Foundation, all of which began financially supporting early childhood between 2000 and 2005. I attempted to understand how and why philanthropic foundations and pooled funding organizations have supported early childhood from the late 1990s through 2018.
Based on my analysis of 32 semi-structured interviews with current and former early childhood philanthropic foundation, pooled funding, and operating organization executives, I found that each foundation independently determines their investment decision processes and invests a disparate amount of money in early childhood. In addition, philanthropic foundations gain programmatic and legislative power by leveraging funds and partnering with additional foundations and businesses. With the inclusion of early childhood programs in K-12 education systems and the decrease in national and state education funding from those same budgets, it is critical to understand how philanthropic foundations have supported early childhood education and some of the implications of their support both locally and nationally.
Based on my analysis of 32 semi-structured interviews with current and former early childhood philanthropic foundation, pooled funding, and operating organization executives, I found that each foundation independently determines their investment decision processes and invests a disparate amount of money in early childhood. In addition, philanthropic foundations gain programmatic and legislative power by leveraging funds and partnering with additional foundations and businesses. With the inclusion of early childhood programs in K-12 education systems and the decrease in national and state education funding from those same budgets, it is critical to understand how philanthropic foundations have supported early childhood education and some of the implications of their support both locally and nationally.
ContributorsChapman, Kathryn Patricia (Author) / Powers, Jeanne M. (Thesis advisor) / Dorn, Sherman J (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Created2019