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Description
This study reports on research that explores local manifestations of Arizona's English-only language education policy by investigating the experiences of selected English language learners (ELLs) with reclassification into mainstream classrooms and four of their classroom teachers. In this study, I employed ethnographic methods (participant observation, document collection, interviewing, and focus groups) to investigate what practices emerge after ELLs are reclassified as "Fluent English Proficient" (FEP) students and moved from "the four-hour English Language Development (ELD) block" into mainstream classrooms. With a focus on the perspectives and experiences of twelve 5th and 6th grade elementary school students and four of their teachers, I examined how students and teachers viewed and responded to restrictive language policies and the practices that accompany them. One finding from this study is that students and teachers believed that the four-hour ELD block helped prepare students to learn English, but "proficiency" in English as determined by the Arizona English Language Learner Assessment (AZELLA) did not always indicate a solid understanding of the language used in the mainstream classrooms. A second finding from this study is that ideologies of language that position English over multilingualism are robust and further strengthened by language policies that prohibit the use of languages other than English in ELD and mainstream classrooms. A third finding from this study is that, in part because of the language restrictive policies in place, particular groups of students continued to engage in practices that enact ideologies of language that devalue multilingualism (e.g., "language policing"). At the same time, however, a close examination of student-to-student interaction indicates that these same students use their multiple linguistic and communicative resources in a variety of creative and purposeful ways (e.g., through language crossing and language sharing). The close examination of policy as practice in a restrictive educational language policy context conducted here has implications for debates about English-only as a method and medium of instruction, about how the ideologies of language operate in situated interactional contexts, and about how youth might use existing resources to challenge restrictive ideologies and policies.
ContributorsFredricks, Daisy Ellen (Author) / Warriner, Doris S. (Thesis advisor) / Arias, M. Bea (Committee member) / Warhol, Larisa (Committee member) / Arizona State University (Publisher)
Created2013
Description
This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series of seven thematic hooks. These patterns, rhythms, and gestures are described, analyzed, and presented as examples of how each is used in the solos. The hooks are also set as application exercises for learning jazz style and improvisation. These exercises demonstrate how to use Martin's hooks as a means for furthering one's own improvisation. A full method for successful transcription is also presented, along with the printed transcriptions and their accompanying information sheets.
ContributorsWilkinson, Michael Scott (Author) / Ericson, John (Thesis advisor) / Kocour, Michael (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers to receive a minimum of four hours of instruction in discrete language skills with no contextual or native language support. Furthermore, ELD is separate from content-area instruction, meaning that language and mathematics are taught as two separate entities. While educators and researchers have begun to examine the organizational structure of the 4-hour block curriculum and implications for student learning, there is much to be understood about the extent to which this policy impacts ELLs opportunities to learn mathematics. Using ethnographic methods, this dissertation documents the beliefs and practices of four Arizona teachers in an effort to understand the relationship between language policy and teacher beliefs and practice and how together they coalesce to form learning environments for their ELL students, particularly in mathematics. The findings suggest that the 4-hour block created disparities in opportunities to learn mathematics for students in one Arizona district, depending on teachers' beliefs and the manner in which the policy was enacted, which was, in part, influenced by the State, district, and school. The contrast in cases exemplified the ways in which policy, which was enacted differently in the various classes, restricted teachers' practices, and in some cases resulted in inequitable opportunities to learn mathematics for ELLs.
ContributorsLlamas-Flores, Silvia (Author) / Middleton, James (Thesis advisor) / Battey, Daniel (Committee member) / Sloane, Finbarr (Committee member) / Macswan, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2013
Description
Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2 hrn., 2 tpt., tbn., pno., perc., str. (6,4,2,2,1). The work is approximately 27 minutes in duration. The first movement of the Concerto is written in a fluid sonata form. A fugato begins where the second theme would normally appear, and the second theme does not fully appear until near the end of the solo piano section. The result is that the second theme when finally revealed is so reminiscent of the history of jazz and classical synthesis that it does not sound completely new, and in fact is a return of something that was heard before, but only hinted at in this piece. The second movement is a kind of deconstructive set of variations, with a specific theme and harmonic pattern implied throughout the movement. However, the full theme is not disclosed until the final variation. The variations are interrupted by moments of pure rhythmic music, containing harmony made up of major chords with an added fourth, defying resolution, and dissolving each time back into a new variation. The third movement is in rondo form, using rhythmic and harmonic influences from jazz. The percussion plays a substantial role in this movement, acting as a counterpoint to the piano part throughout. This movement and the piece concludes with an extended coda, inspired indirectly by the simple complexities of an improvisational piano solo, building in complexity as the concerto draws to a close.
ContributorsSneider, Elliot (Author) / Rogers, Rodney (Thesis advisor) / DeMars, James (Committee member) / Hackbarth, Glenn (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
This project offers an exploration of the constitution of English language learners (ELLs) in the state of Arizona as subjects of government through the discursive rationalities of rule that unfolded alongside the Flores v. Arizona case. The artifacts under consideration span the 22 years (1992-2014) of Flores' existence so far. These artifacts include published academic scholarship; Arizona's legislative documents and floor debate audio and video; court summaries, hearings, and decisions; and public opinion texts found in newspapers and online, all of which were produced in response to Flores. These artifacts lay bare but some of the discursive rationalities that have coagulated to form governable elements of the ELL student population--ways of knowing them, measuring them, regarding them, constituting them, and intervening upon them. Somehow, some way, students who do not speak English as their first language have become a social problem to be solved. ELLs are therein governed by rationalities of English language normalization, of enterprise, of entrepreneurship, of competition, of empowerment, and of success. In narrating rationalities of rule that appear alongside the Flores case, I locate some governmental strategies in how subjects conduct themselves and govern the conduct of others with the hope that seeing subject constitution as a work of thought and not a necessary reality will create a space for potentially unknown alternatives. Through this work, I'd like to make possible the hope of thinking data differently, rejecting superimposition of meaning onto artifact, being uncomfortable, uncertain, undefinitive, and surprised. With that, this work encourages potential paths to trod in the field of curriculum studies.
ContributorsThomas, Melinda Arlene Hollis (Author) / Carlson, David Lee (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Brass, Jory (Committee member) / Arizona State University (Publisher)
Created2014
Description
This multiple-case study addresses the nature of the out-of-school musical engagements of four undergraduate students who were enrolled as jazz studies majors in a large school of music in the U.S. southwest. It concerns what they did musically when they were outside of school, why they did what they did, what experiences they said they learned from, and how their out-of-school engagements related to their in-school curriculum. Research on jazz education, informal learning practices in music, and the in-school and out-of-school experiences of students informed this study. Data were generated through observation, interviews, video blogs (vlogs), and SMS text messages.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
ContributorsLibman, Jeffrey B (Author) / Tobias, Evan (Thesis advisor) / Kocour, Michael (Committee member) / Schmidt, Margaret (Committee member) / Solis, Theodore (Committee member) / Stauffer, Sandra (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT A hallmark of Arizona schools is the choice of parents in program and school for their child under the Open Enrollment laws. Among the choices for parents at some schools is Dual Language education, a form of enrichment wherein students learn the content of the Arizona State Standards through the medium of their primary language and a second language. The schools of this study use English and Spanish as the two languages. After 13 years of existence, changes in enrollment patterns have been noticed. Some parents whose older children attended Dual Language classes have chosen to dis-enroll their families from the program, so that their younger children are in English Only classes. At the same time that these trends in enrollment began, so too did strict enactment, enforcement, and monitoring of Arizona's Structured English Immersion program, the Department of Education's response to the voter approved Proposition 203--English for the Children--in November 2000. This study asks the following research question of de-selecting parents involved with Dual Language programs in Phoenix, Arizona: What are the rationale that influence parents to de-select Dual Language instruction in Arizona public schools in 2010 after having selected Dual Language for their older child(ren)? The study uses a Latino Critical Race Theory (LatCrit) Conceptual Framework to analyze interviews of 10 parents and 2 administrators from Dual Language programs in Phoenix, Arizona. There are three general findings of the study: 1) Parents sought asymmetrical measures of program design if their children were struggling in one language more than another, and chose to de-select when these asymmetrical measures were not enacted, 2) the de-selection process was generally not the result of family decision making, but rather reactionary to a situation, and 3) legislative mandates resulted in de-selection of the program. The LatCrit perspective showed most strongly in the third of these, wherein the de-selection was not necessarily a result of parent de-selection of the program, but rather the state's de-selection of willing participants in a language learning option. The hopes of the study are to hear the voices of parents who have to negotiate language policies and make programmatic choice decisions for their children. I also hope to provide information that Dual Language schools can use to understand the motivations and perspectives of the parents that will enable them to strengthen their programs and advocate for equality in opportunity for enrichment language programs for all children at their schools.
ContributorsRobert, Michael Anthony (Author) / Ovando, Carlos J (Thesis advisor) / Fischman, Gustavo E (Committee member) / Mccarty, Teresa L (Committee member) / Arizona State University (Publisher)
Created2011
Description
The study of artist transcriptions is an effective vehicle for assimilating the language and style of jazz. Pairing transcriptions with historical context provides further insight into the back story of the artists' life and method. Innovators are often the subject of published studies of this kind, but transcriptions of plunger-mute master Al Grey have been overlooked. This document fills that void, combining historical context with thirteen transcriptions of Grey's trombone features and improvisations. Selection of transcribed materials was based on an examination of historically significant solos in Al Grey's fifty-five-year career. The results are a series of open-horn and plunger solos that showcase Grey's sound, technical brilliance, and wide range of dynamics and articulation. This collection includes performances from a mix of widely available and obscure recordings, the majority coming from engagements with the Count Basie Orchestra. Methods learned from the study of Al Grey's book Plunger Techniques were vital in the realization of his work. The digital transcription software Amazing Slow Downer by Roni Music aided in deciphering some of Grey's more complicated passages and, with octave displacement, helped bring previously inaudible moments to the foreground.
ContributorsHopkins, Charles E (Author) / Pilafian, Sam (Thesis advisor) / Stauffer, Sandra (Committee member) / Solís, Ted (Committee member) / Ericson, John (Committee member) / Kocour, Michael (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study explores the relationship between restrictive language policies and dropout influences for language minority students. It furthers understanding of factors related to school attachment and restrictive language policies through an analysis of student's attitudes towards their imposed curriculum. Few studies to date have addressed English language learners' (ELLs') attitudes toward school, especially when schools enforce highly restrictive language policies, and the implications of these student perceptions as related to students' level of attachment to school in general. This study addresses this gap. It investigated middle and high school ELLs' and reclassified (RC) students' attitudes toward school, their aspirations for the future, and the language program in which they are or were recently enrolled within the state of Arizona. Using Erickson's analytic induction method and employing descriptive statistics, t tests, and hierarchical multiple regression, 2,264 students were polled from urban school districts in Arizona. The 85-question survey was comprised of demographic questions and attitude items as measured on a 5-point Likert scale. Results indicate some students are not satisfied with the four-hour block and that many students are aware of the negative implications involvement in the four-hour block can incur. Findings also show that language minority students are not receiving an equal education in regards to their curriculum. More importantly, considering policies and practices of schools as a factor, especially those which are restrictive language policies, is important in better understanding ELL and RC students' attachment to school and the potential impact of these policies on the likelihood of language minority students dropping out of school in the future. Policy implications are discussed.
ContributorsLillie, Karen Elizabeth Capullo (Author) / Arias, M Beatriz (Thesis advisor) / Wiley, Terrence G. (Thesis advisor) / Ovando, Carlos J (Committee member) / Arizona State University (Publisher)
Created2011