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The spread of urbanization leads to habitat fragmentation and deterioration and changes the composition of ecosystems for species all over the world. Different groups of organisms are impacted differently, and insects have experienced loss in diversity and abundance due to changing environmental factors. Here, I collected seed beetles across 12

The spread of urbanization leads to habitat fragmentation and deterioration and changes the composition of ecosystems for species all over the world. Different groups of organisms are impacted differently, and insects have experienced loss in diversity and abundance due to changing environmental factors. Here, I collected seed beetles across 12 urban and rural sites in Phoenix, Arizona, to analyze the effects of urbanization and habitat variation on beetle diversity and abundance. I found that urbanization, host tree origin, and environmental factors such as tree diversity and density had no impact on overall beetle diversity and abundance. Beetles were found to have higher density on hosts with a higher density of pods. In assessing individual beetle species, some beetles exhibited higher density in rural sites with native trees, and some were found more commonly on nonnative tree species. The observed differences in beetle density demonstrate the range of effects urbanization and environmental features can have on insect species. By studying ecosystem interactions alongside changing environments, we can better predict the role urbanization and human development can have on different organisms.
ContributorsPaduano, Gabrielle (Author) / Savalli, Udo (Thesis director) / Sweat, Ken (Committee member) / Division of Teacher Preparation (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive

This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive classroom environment where students feel comfortable creating art. The creation portion of the project focused on the things a teacher will need in the classroom: an introduction letter, vision statement, syllabus, and unit plans. The final product includes three unit plans: Introduction to Theatre I, Introduction to Acting, and Theatre and Social Change. The use of the materials in this thesis can help first-time Theatre teachers to become better prepared to run their classroom.
ContributorsKircher, Alyssa Elaine (Author) / Sterling, Pamela (Thesis director) / Whissen, Elaine (Committee member) / Saldana, Johnny (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
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Description
This dissertation explored how a teacher learned to teach with and about unfamiliar (to her) media texts in her high school English classroom. This study also examined my role as the researcher/mentor in the teacher’s learning and development process. Through situated learning theories (Lave & Wenger, 1991) and discourse through

This dissertation explored how a teacher learned to teach with and about unfamiliar (to her) media texts in her high school English classroom. This study also examined my role as the researcher/mentor in the teacher’s learning and development process. Through situated learning theories (Lave & Wenger, 1991) and discourse through identities (Gee, 2001; 2014a) theoretical frameworks, this study explored the ways the teacher accepted, resisted, and enacted her figured worlds and identities as an English teacher. Historically, texts in the English classroom consist of novels, poems, plays, and the occasional nonfiction book or essay, and English teacher education and development often keeps these texts at the center of English teachers’ content knowledge. However, research exploring students’ use of multiliteracies in out-of-classroom contexts advocates for a multiliteracies perspective within classrooms. Still, there is a lack of professional development opportunities for teachers to support multiliteracies practices in their classrooms. Further, teachers’ professional development is often provided in stand-alone experiences where teachers learn outside of their classroom teaching contexts. Taking place over a six-month time frame, this study is situated as one-on-one professional development mentoring and included researcher and teacher collaboration in multiple contexts including planning, teaching, and reflection. This qualitative case study (Merriam, 1998) sought to address a gap in the literature in how the collaboration of teachers and researchers impacted teacher learning. Using interpretive analysis (Erickson, 1986) and discourse analysis (Gee, 2014a; 2014b) I developed two assertions: (1) The process the teacher underwent from finding resources to teaching and reflection was complex and filled with many phases and challenges, and (2) I, as the researcher/mentor, served as a sounding board and resource for the teacher/learner throughout her process of learning about, teaching with, and reflecting on unfamiliar texts. Findings of this study indicate the teacher’s identities and figured worlds impacted both how she learned about and taught with unfamiliar texts, and how I approached my role as a researcher/mentor in the study. Further, findings also indicate collaborative, practice-based research models (Hinchman & Appleman, 2017) offer opportunities to provide teachers meaningful and impactful professional development experiences situated in classroom contexts.
ContributorsGoff, Maria Hernandez (Author) / Marsh, Josephine P (Thesis advisor) / Blasingame, James (Committee member) / Serafini, Frank (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2017
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Description
ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the

ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the five propositions outlined by the National Board of Professional Teacher Standards (NBPTS). This intervention included teacher training, discussion (pre and post instruction), collaboration about student benchmark data, and classroom observations with further data collected through surveys and interviews. Using a mixed methods approach to data collection and analysis, I focused on how participants engaged in a collaborative peer-coaching model to guide their instruction based on the use of student data they collected from common benchmark assessments.
ContributorsWright, Kerri M (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Reyes, Elba (Committee member) / Arizona State University (Publisher)
Created2011
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ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
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ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
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ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05
Description

I created a flash unit on American Ethnic Literature and delivered it in a high school classroom. The purpose was to introduce students to ethnic literature and to highlight the value of ethnic literature as a form of cultural agency and an authentic record of cultural history. I did research

I created a flash unit on American Ethnic Literature and delivered it in a high school classroom. The purpose was to introduce students to ethnic literature and to highlight the value of ethnic literature as a form of cultural agency and an authentic record of cultural history. I did research on the importance of ethnic literature, why it has been absent from the standard curriculum, and why it should be a part of the standard curriculum. Because of ethnic literature's importance and absence, I constructed the unit for secondary education and created a micro-unit on ethnic fiction and a micro-unit on ethnic poetry. I delivered the micro-unit on ethnic fiction at Metro Tech High School, gathered data, and reflected on the outcomes. Based on the outcomes, I revised the unit for future teaching and application.

ContributorsTran, Michelle (Author) / Dombrowski, Rosemarie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05