Matching Items (297)
Filtering by
- All Subjects: Business Administration
- Creators: Arizona State University
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed.
ContributorsRedhair, Emily (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Perceptual learning by means of coherent motion training paradigms has been shown to produce plasticity in lower and higher-level visual systems within the human occipital lobe both supra- and subliminally. However, efficiency of training methods that produce consolidation in the visual system via coherent motion has yet to be experimentally determined. Furthermore, the effects of coherent motion training on reading comprehension, in clinical and normal populations, are still nascent. In the present study, 20 participants were randomly assigned to one of four experimental conditions. Two conditions had a participation requirement of four days while two conditions required eight days of participation. These conditions were further divided into 500 or 1000 trials per day (4 x 500, 4 x 1000, 8 x 500, 8 x 1000). Additional pre-test and post-test days were used to attain timed pre- and post-tests on the Wide Range Achievement Test IV (WRAT IV) reading comprehension battery. Furthermore, a critical flicker fusion threshold (CFFT) score was taken on a macular pigment densitometer on the pre-test and post-test day. Participants showed significant improvement in CFFT levels, WRAT IV reading comprehension, and speed of completion between pre-test and post-test; however, degree of improvement did not vary as a function of training condition. An interaction between training condition and degree of improvement was evident in coherent dot motion contrast scores, with significant training plasticity occurring in the 4 x 1000 and 8 x 500 conditions.
ContributorsGroth, Anthony (Author) / Náñez, José E. (Thesis advisor) / Hall, Deborah (Committee member) / Risko, Evan F. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of WRS instruction over the course of one month as part of a WRS teacher certification course. Using the Woodcock-Johnson III Tests of Achievement, students were evaluated prior to and following their participation in the intensive summer program using five subtests (Letter-Word Identification, Reading Fluency, Spelling, Word Attack, and Spelling of Sounds) and two clusters (Basic Reading and Phoneme/Grapheme Knowledge) to assess gains in students' reading achievement. Since the intervention was delivered for such a brief period, this study was designed to provide a snapshot measure of initial reading skill gains. While a failure to perform significantly better was observed on the Letter-Word Identification, Reading Fluency, and Spelling subtests, students demonstrated significant improvement on Word Attack and Spelling of Sounds subtests following WRS instruction. Furthermore, students significantly improved on the Basic Reading and Phoneme/Grapheme Knowledge clusters. Study limitations and implications for future research and practice are discussed.
ContributorsAshby, Kristina (Author) / Caterino Kulhavy, Linda (Thesis advisor) / Gatt, Jennifer T (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was obtained. Pearson product-moment correlations were used to determine how ORF scores and specific reading skills were related. Correlations were also used to assess whether the ORF scores from the fall, winter, or spring were most related to high stakes test scores. Additionally, the difference between computer-based versus instructor-led interventions on predicting high stakes test scores was assessed. Results indicated that correlation coefficients were larger between ORF and reading comprehension scores than between ORF and basic reading skills. ORF scores from spring were more highly related to high stakes tests than other times of the year. Students' ORF scores were more strongly related to high stakes tests when in computer-based interventions compared to instructor-led interventions. In predicting third grade high stakes test scores, first grade ORF scores had the most variance for the non-intervention sample, while third grade ORF scores had the most variance for the intervention sample.
ContributorsDevena, Sarah (Author) / Caterino, Linda (Thesis advisor) / Balles, John (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
Arizona's English Language Development Model (ELD Model) is intended to increase and accelerate the learning of English by English Language Learners (ELLs), so that the students can then be ready, when they know the English language, to learn the other academic subjects together with their English speaking peers. This model is part of a response to comply with the Flores Consent Order to improve services for ELLs in Arizona public schools. Whether or not it actually has improved instruction for ELLs has been the subject of much debate and, in 2012, after four years of the requirement to use Arizona's ELD Model, the ELL students who were identified as reclassified for the six districts in the study did not pass the Arizona's Instrument to Measure Standards (AIMS) test. The model's requirement to separate students who are not proficient from students who are proficient, the assessment used for identification of ELLs, and the Structured English Immersion four hours of English only instruction are at the nexus of the controversy, as the courts accepted the separate four hour SEI portion of the model for instruction as sufficient to meet the needs of ELLs in Arizona (Garcia, 2011, Martinez, 2012, Lawton, 2012, Lillie, 2012). This study examines student achievement in Reading and Math as measured by AIMS standards-based tests in six urban K-8 public school districts between 2007-2012. This period was selected to cover two years before and four years after the ELD model was required. Although the numbers of ELLs have decreased for the State and for the six urban elementary districts since the advent of the Arizona ELD Model, the reclassified ELL subgroup in the studied districts did not pass the AIMS for all the years in the study. Based on those results, this study concludes with the following recommendations. First, to study the coming changes in the language assessments and their impact on ELLs' student achievement in broad and comprehensive ways; second, to implement a model change allowing school districts to support their ELLs in their first language; and, finally, to establish programs that will allow ELLs full access to study with their English speaking peers.
ContributorsRoa, Myriam (Author) / Fischman, Gustavo E (Thesis advisor) / Lawton, Stephen B. (Committee member) / Diaz, René X (Committee member) / Arizona State University (Publisher)
Created2012
Description
The Accelerated Reader Program has been a widely used reading program in elementary schools in the United States. However, even with its popularity, there have been controversies on if and how it should be used in the classroom. Arguments in support say the program gets children to read and that it is a helpful tool for teachers to keep track of each students reading abilities. Arguments against suggest that book choice is decreased, book levels are askew, the quizzes do not promote higher level thinking, and the use of incentives may send the wrong signals to students. Schools have started to abandon the program in the recent years, but maybe it will come back bigger and stronger. In the meantime, schools need to make sure that enriching books fill the schools and classrooms to promote reading for their students.
ContributorsGeske, Tara Briana (Author) / Serafini, Frank (Thesis director) / Esch, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2013-12
Description
As more goods and processes are digitalized and available online, supply chains began to transact digitalized goods and processes that do not involve physical distribution. This dissertation defines this type of supply chain as “digital supply chain” and aims to extend the knowledge for better management of digital supply chains. Digital goods are granularly codifiable and easily duplicatable, and digital processes are less constrained by time and distance. For these reasons, compared to conventional supply chains, digital supply chains have the following features: the delivery of goods is faster; the innovation cycle is shorter; post-sales product modification is easier; and customers switch between the providers of alternative goods more frequently and easily. Given these traits of digital supply chains, this dissertation focuses on the timing of firms’ actions and their consequences under the consideration of dynamic interactions with competitors, customers, and business environments. The dissertation consists of four chapters. Chapter 1 briefly introduces the concept and issues of digital supply chains. Chapter 2 investigates how a service provider’s failure leads to a competing firm’s responsive innovation in the innovation-driven digital service industry. Chapter 3 demonstrates the relationship between market environments and innovation cycles in the innovation-driven digital service industry. Lastly, Chapter 4 studies evolving supply chain cyber-vulnerability from the perspective of agency theory.
ContributorsJeong, Seongkyoon (Author) / Choi, Thomas T (Thesis advisor) / Oke, Adegoke A (Committee member) / Dooley, Kevin K (Committee member) / Arizona State University (Publisher)
Created2022
Description政府引导基金自诞生至今，始终处于管理模式的摸索状态。本文试图从公司治理的角度分析不同利益方（政府、社会出资人以及管理人）之间的博弈关系以及其对引导基金投资效果的影响。政府引导基金的注册数量和规模在过去十几年中得到了快速显著的发展。从引导基金设立的政府行政层级来看，地县级政府设立基金是引导基金出资中的绝对主力。本文拟深入研究地县级政府引导基金的运作模式，尝试探索其治理结构与投资效果。
目前，引导基金的运作模式仍然处于摸索阶段，论文试图对引导基金若干个指标做出客观比较，分析政府参与度对资金投资效果的影响，希望对未来引导基金的设立模式选择提供有力的理论基础。为实现较好的研究效果，论文选择了某经济发达的地级市的样本进行了研究，该市的政府引导私募股权基金发展程度相对较高，市本级以及区县级均有较多的政府引导私募股权基金，该市范围政府引导私募股权基金可研究价值相对较高。在样本选择方面，论文将采样某市及所辖区县政府直接出资基金十六只，针对其参与设立的直投基金以及直接投资项目进行分析。同时，论文还总正反两个方面选择了两个经典案例进行详细剖析。
论文发现，市场化运作程度越低，引导基金所期望实现的目标效果相对不理想，投资效果越差。政府在决策中所占比重越高，形成的投资决策对于项目成长性判断的准确度越差，对地方经济社会发展的综合贡献越低。然而，纯粹的商业运作，无法实现引导基金所承担的社会使命。对不同的资金诉求导致的投资要求在不同的决策层级实现，通过政府或其代表出资方对管理方以协议约束的方式保证其投资行为而不再进行对单个项目进行价值判断，是有效实现引导诉求和专业判断兼顾的引导基金管理模式。
论文建议，在经济相对发达地区，政府引导基金应该积极采用市场化运作模式，在现有可选择的模式中，政府引导基金以LP身份且获取咨询委角色，从外部监察约束角度对基金进行投资引导的模式为最佳选择。
ContributorsWu, Di (Author) / Pei, Ker-Wei (Thesis advisor) / Wu, Fei (Thesis advisor) / Zhu, David (Committee member) / Arizona State University (Publisher)
Created2022
Description本文对中国制药企业并购溢价影响因素进行了研究，提出了对制药企业并购非常重要的两个新的影响因素：可生产药品批文和在研新药批文。本文以2011年1月—2019年12月间我国制药行业上市公司并购事件为样本，对在研新药和可生产药品批文的价值从四个维度度量：是否有在研新药和可生产药品批文；在研新药数量及可生产药品批文数量；根据创新药和仿制药两个类别进行细分；标的企业所拥有的在研新药和可生产药品批文的市场价值。论文发现药品批文对企业并购溢价的影响不是很显著。进一步的，本文探究了药品批文对主并企业的对被并购公司的估值的影响。实证结果表明，我国制药企业在并购估值时确实会考虑到在研新药和可生产药品批文的价值。本文还发现对于可生产药品来说，相对创新药，被并购公司持有的仿制药批文影响更显著。而对于在研新药来说，主并企业更看重在研的创新药，在研仿制药对并购估值的影响不大。最后，本文选取了两个代表性案例进一步分析和探讨药品批文对企业并购的影响。
ContributorsYe, Tao (Author) / Shen, Wei (Thesis advisor) / Chang, Chun (Thesis advisor) / Jiang, Zhan (Committee member) / Gu, Bin (Committee member) / Arizona State University (Publisher)
Created2022