Matching Items (5)
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- All Subjects: Professional Development
- Creators: Mathur, Sarup
Description
The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting learning centered advising in other contexts are lacking. This mixed methods, action research study investigates the efficacy of FaculTea, a professional development program designed to promote learning centered advising practices among professional academic advisors at a large state university. The study also measured frequency of learning centered advising and student perceptions of learning centered advising. Participants were 57 academic advisors in a liberal arts and sciences college at a large state university, who reported on their advising practices. In addition, the investigator interviewed four advisors, and observed them during 15 advising appointments. Also, six students were interviewed to determine their response to learning centered academic advising. Results showed the FaculTea program model was effective in promoting learning centered advising. In addition, advisors used learning centered advising to a moderate extent, depending upon the context of the appointment, the developmental level of the student, and experience level of the advisor. Student responses varied. These findings suggest learning centered advising can be incorporated into various academic advising contexts and structures and that FaculTea is an excellent model for learning centered academic advisor professional development.
ContributorsVoller, Julie Givans (Author) / Puckett, Kathleen (Thesis advisor) / Nutt, Charlie (Committee member) / Hermann, Ria (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research is to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicate a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed.
ContributorsLee, Cindy (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Arizona State University (Publisher)
Created2012
Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The goal of higher education institutions is to provide access to quality education along with adequate support so students can achieve personal and academic success. At the same time, institutions are increasingly responsible for ensuring a safe and inclusive learning environment. To support this, universities respond to allegations of violations of the student code of conduct through a variety of conduct models. The use of restorative practices, an approach of responding to criminal or judicial violations with an emphasis on repairing relationships and reintegration into the community, has been implemented into existing university student conduct models across the nation with success. Student Rights and Responsibilities (SRR) conduct administrators at Arizona State University expressed feeling unprepared to engage in restorative conversations with students during conduct meetings. As a response, training modules on restorative justice theory and practices were created as a staff development engagement opportunity for SRR conduct administrators.
This mixed methods action research study was conducted to investigate the inclusion of restorative dialogue in conduct meetings, factors that influence the incorporation of restorative dialogue into professional practice, and conduct administrator satisfaction with staff development training modules. Qualitative and quantitative data were collected through pre-, post-, and follow-up training survey assessments, one-on-one interviews with conduct administrators, observation of student conduct meetings, and observation of staff development training sessions.
Findings suggested that conduct administrators responded positively to staff development training on restorative justice practices. Analysis of quantitative data suggests that conduct administrators increased their self-reported knowledge of training topics, including restorative justice philosophy and practices. Further, conduct administrators, to an extent, incorporated restorative practices into conduct meetings. The most frequently observed practice was the use of restorative questions during conduct meetings.
This mixed methods action research study was conducted to investigate the inclusion of restorative dialogue in conduct meetings, factors that influence the incorporation of restorative dialogue into professional practice, and conduct administrator satisfaction with staff development training modules. Qualitative and quantitative data were collected through pre-, post-, and follow-up training survey assessments, one-on-one interviews with conduct administrators, observation of student conduct meetings, and observation of staff development training sessions.
Findings suggested that conduct administrators responded positively to staff development training on restorative justice practices. Analysis of quantitative data suggests that conduct administrators increased their self-reported knowledge of training topics, including restorative justice philosophy and practices. Further, conduct administrators, to an extent, incorporated restorative practices into conduct meetings. The most frequently observed practice was the use of restorative questions during conduct meetings.
ContributorsMahnke, Carla (Author) / Bertrand, Melanie (Thesis advisor) / Mathur, Sarup (Committee member) / Hicks, Ronald (Committee member) / Arizona State University (Publisher)
Created2016
Description
The planning and implementation of effective transition services for students with Autism Spectrum Disorder (ASD) have emerged as crucial aspects of middle school special education. This action research study examines the impact of professional development and collaborative practices on improving transition services for middle school students with ASD in a kindergarten through high school unified school district situated in various unincorporated areas of Maricopa County, Arizona. Five middle school special education teachers working with students in grades seven and eight were participants in this study. Employing a mixed methods approach, this study sought to assess the knowledge gained and perceptions of these educators concerning transition planning and implementation. The innovation involved equipping the participants with two professional development modules developed by the Transition Coalition. These modules were designed to emphasize best practices in transition planning and transition assessment. Additionally, participants were encouraged to engage in collaborative efforts through communities of practice (COPs), fostering interaction with district departments, external agencies, and fellow special education staff. The aim of this collaborative endeavor was to enhance their ability to prepare students for the transition from middle school to high school and ultimately adulthood. The findings of this study underscore the critical need for ongoing professional development for middle school teachers to augment their knowledge base and implementation of transition services for students with ASD. Improved readiness for the high school transition and the path to adulthood is a direct outcome of such professional development. Moreover, this research underscores the significance of COPs in facilitating collaboration among special education teachers, both within peer networks and across departments, leading to improved outcomes for students with ASD. This study contributes to the body of knowledge in special education by highlighting effective strategies for enhancing transition services and advocating for the continual professional development and collaborative efforts of educators to better serve students with ASD during this pivotal phase of their education.
ContributorsHumpal, Jennifer Therese (Author) / Mathur, Sarup (Thesis advisor) / Puckett, Kathleen (Committee member) / McGrew, Shelby (Committee member) / Arizona State University (Publisher)
Created2023