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This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics

This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed:

a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
ContributorsToth, Meredith Jean (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Buss, Ray (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
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Description
This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student

This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to build relationships with their instructors and with each other, so class sizes are limited to 40 students. Additionally, instructors work together outside of class to develop curriculum, instructional plans, and how to best support individual students.

Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).

The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.

Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.

Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
ContributorsVawter, Katherine (Author) / Kulinna, Pamela (Thesis advisor) / Buss, Ray (Committee member) / Potts, Shelly (Committee member) / Arizona State University (Publisher)
Created2018
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Description
ABSTRACT

As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which

ABSTRACT

As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.

The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.

Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
ContributorsSmith, Steven M. (Author) / Buss, Ray (Thesis advisor) / Zambo, Debby (Committee member) / Donlan, Tom (Committee member) / Arizona State University (Publisher)
Created2017
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Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a

This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a mixed-methods research design, this study answered the following three research questions: 1) How does participation in a PLC to develop teacher social emotional competence (SEC) and curriculum for an eighth-grade advisory program focused on SEL affect teachers’ confidence in advisory and SEL? 2) How does participation in the PLC affect teachers’ attitude toward advisory and SEL? 3) What affordances and constraints are experienced by teachers participating in the PLC during remote learning? Likert scale surveys were administered at the start and conclusion of the intervention. The surveys measured teachers’ confidence in and attitude toward advisory, how well advisory supported remote learning, and perceptions of administrative support for the program. Semi-structured interviews were conducted at the midpoint and conclusion of the intervention. The interviews assessed perceptions of the advisory curriculum, teachers’ confidence and attitudes toward advisory, and affordances and constraints of the PLC. Study findings indicated three key results. Participation in the PLC (a) promoted teacher competence and commitment toward SEL, (b) increased SEL professionalism, and (c) increased camaraderie among advisory teachers as they evaluated the affordances and constraints of remotely teaching SEL. PLC participants demonstrated a more nuanced assessment of advisory curriculum and how to implement SEL content, and an increased commitment to continued professional growth. The PLC also fostered teachers’ sense of connection with colleagues. This study contributed to existing research on professional development for SEL and its effects on teacher efficacy and school climate, including satisfaction as an SEL teacher. In relation to practice, suggestions for middle school SEL interventions include the incorporation of collective learning for teachers as well as distributed leadership to promote teacher efficacy and commitment to SEL. Future research should focus on measuring the effects of teachers’ collective learning and distributed leadership on school climate outcomes for students.
ContributorsStrong, Melissa Marie (Author) / Kurz, Terri L. (Thesis advisor) / Buss, Ray (Committee member) / Herkstroeter, Kristin (Committee member) / Arizona State University (Publisher)
Created2021