Matching Items (8)
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- All Subjects: Special Education
- All Subjects: Sexism
- Creators: Swadener, Elizabeth
- Creators: Mathur, Sarup R.
- Member of: ASU Electronic Theses and Dissertations
Description
The purpose of this study was to answer the following question, How does one's conceptualizations of misbehavior account for the way classroom misbehavior is constructed, interpreted, and negotiated between teachers and students? The literature on school disciplinary inequities from 2000 to 2010 was systematically reviewed. Utilizing qualitative research methods, this study drew insights from sociocultural theory and symbolic interactionism to investigate discipline inequities in moment-to-moment interactions between students and teachers during classroom conflicts. Fieldwork lasted approximately one school year and involved five male students and their two respective teachers. Data collection procedures included surveys, face to face and stimulated recall interviews, and direct and video observations. Findings revealed misbehavior is a ubiquitous notion in classroom everyday life; it is also malleable and dependent on contextual factors. In addition, classroom disciplinary moments between teachers and students are greatly influenced by intra and interpersonal factors. The situated intricacies and sophistication of teachers' and students' interpretations of negotiated classroom disciplinary moments are also reported. This study also sheds new insights into the situated nature of misbehavior as it arises from teachers' and students' sense making of classroom disciplinary moments and the findings have implications for teachers, school administrators, policy makers, students, and parents/guardians.
ContributorsNeal, Rebecca (Author) / Artiles, Alfredo J. (Thesis advisor) / Howard, Tyrone (Committee member) / Mathur, Sarup R. (Committee member) / Swadener, Elizabeth B (Committee member) / Arizona State University (Publisher)
Created2014
Description
Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: 1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, 2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, 3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
ContributorsLersch, Matthew (Author) / Lersch, Matthew S (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Malian, Ida (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2012
Description
Autism has a unique history. The definition has broadened and changed over time, from an emotional disturbance with psychogenic origins to a neurodevelopmental disability with suspected environmental and genetic origins. Diagnosis occurs later than children born with obvious disabilities such as cerebral palsy or Down syndrome, but earlier than milder, high-incidence disabilities such as dyslexia or attention deficit disorder. Historically, parents have advocated for changes in the way children with autism receive services and how federal funding and educational services are provided. There is often tension between these parents and the medical establishment. There can also be tension between the community of parents and the community of adults who have high functioning autism and Asperger syndrome. Studies have examined individual aspects of autism, from the diagnosis, caring for a child with autism, educational interventions, and genetics to characteristics of the internet community of adults with autism spectrum disorders (ASDs). This study includes interviews with mothers whose children were diagnosed with autism between 1974 and 2004, observations of appointments with developmental pediatricians at which diagnoses were given in 2010, and an analysis of media representations of autism over the same time period. These different data were analyzed together to create a new understanding about the history and present state of autism diagnosis.
ContributorsHornstein, Shana (Author) / Swadener, Elizabeth (Thesis advisor) / Mathur, Sarup (Thesis advisor) / Cheatham, Gregory (Committee member) / Arizona State University (Publisher)
Created2011
Description
Overt forms of sexism have become less frequent (Swim Hyers, Cohen & Ferguson, 2001; Sue & Capodilupo, 2008). Nonetheless, scholars contend that sexism is still pervasive but often manifests as female microaggressions, which have been defined as often subtle, covert forms of gender discrimination (Capodilupo et al., 2010). Extant sexism scales fail to capture female microaggresions, limiting understanding of the correlates and consequences of women’s experiences of gender discrimination. Thus, the purpose of the current study was to develop the Female Microaggressions Scale (FeMS) based on an existing theoretical taxonomy and content analysis of social media data, which identifies diverse forms of sexism. Two separate studies were conducted for exploratory factor analysis (N = 582) and confirmatory factor analysis (N = 325). Exploratory factor analyses supported an eight-factor, correlated structure and confirmatory factor analyses supported a bifactor model, with eight specific factors and one general FeMS factor. Overall, reliability and validity of the FeMS (general FeMS and subscales) were mostly supported in the two present samples of diverse women. The FeMS’ subscales and body surveillance were significantly positively correlated. Results regarding correlations between the FeMS subscales and anxiety, depression, and life satisfaction were mixed. The FeMS (general FeMS) was significantly positively correlated with anxiety, body surveillance, and another measure of sexism but not depression or life satisfaction. Furthermore, the FeMS (general FeMS) explained variance in anxiety and body surveillance (but not depression, self-esteem, or life satisfaction) above and beyond that explained by an existing sexism measure and explained variance in anxiety and depression (but not self-esteem) above and beyond that explained by neuroticism. Implications for future research are discussed.
ContributorsMiyake, Elisa (Author) / Tran, Giac-Thao Thanh (Thesis advisor) / Bernsten, Bianca (Committee member) / Tracey, Terence (Committee member) / Arizona State University (Publisher)
Created2018
Description
The advertising industry plays a crucial role in how ideals and norms are established in United States society. Recent work is revealing the negative impact advertisements can have on self-esteem and self-image, especially for women. Unrealistic body-types, often created through photo editing, continue to contribute to eating and emotional disorders. Such fabricated ideals hinder the progress of social and economic justice for women. This exploratory study investigates whether images of women in traditionally male-dominated roles can weaken sexist attitudes and whether less sexism and highly sexist groups differ in image processing. Participants who scored high or low on the Ambivalent Sexism Inventory were exposed to a set of images of females in the female-dominated occupation of waitress and females in the male-dominated occupation of construction while measuring their neural activity using EEG. Participants complete the Ambivalent Sexism Inventory before and after the experiment. P3 oddball effects are measured for each participant with the hypothesis that the High Sexism group will view female construction workers with a higher oddball effect than the low sexism group. With 38 participants, there is a significant difference between the groups with individuals scoring low on the ASI showing a greater difference between the waitress and construction worker images compared to individuals scoring high on the ASI. Further, exposure to these images did not significantly reduce ASI scores in either group.
ContributorsOstendorf, Tasha (Author) / Swadener, Elizabeth (Thesis advisor) / Arizona State University (Publisher)
Created2015
Description
Having a child with special needs can be overwhelming, emotionally draining and extremely stressful for parents and their family members. Research identifies the support systems families need in order to have quality-of-life. The current study uses mixed methods to evaluate the degree to which parents and other primary caregivers in Arizona view the educational and health related services that their child with special needs and/or other health impairments received when they entered kindergarten. It evaluated the degree to which the caregivers themselves perceived the support/services that they received in order to access quality of life for themselves, their child with special needs and other family members. Finally, the research identified reoccurring themes to better understand the intricacies involved within these support systems/services that promoted or hindered positive family and child outcomes.
ContributorsOkraski, Ronni Jeanne (Author) / Swadener, Elizabeth (Thesis advisor) / Mathur, Sarup (Committee member) / DiGangi, Samuel (Committee member) / Perry, Nancy (Committee member) / Arizona State University (Publisher)
Created2017
Description
The purpose of this study was to implement Tier 1 universal expectations and Tier 2 secondary preventions, using a School-wide Positive Behavior Supports (SWPBS) problem-solving framework with fidelity in a culturally and linguistically diverse urban elementary school. A mixed-method design was used to address the following three research questions. How can school leadership teams design and implement Tier 1 and Tier 2 supports with fidelity in an urban elementary school? In what ways can Tier 1 and Tier 2 interventions, designed and created by a school leadership team, reduce disruptive student behaviors? How satisfied were staff members with implementation of the Tier 1 and Tier 2 preventions? Data collection was completed using office discipline referrals (ODRs), the School-wide Evaluation Tool (SET 2.0), the Benchmarks of Quality (BoQ), staff surveys, and interviews to aid researchers and educational leaders in urban schools in identifying successes, pitfalls, and areas needing improvement in the implementation of Tier 1 and Tier 2 supports in urban schools.
ContributorsColcord, Cean R (Author) / Mathur, Sarup R. (Thesis advisor) / Zucker, Stanley H. (Committee member) / Puckett, Kathleen S. (Committee member) / Arizona State University (Publisher)
Created2015
Description
The present study used a multiple baseline design across settings to examine the effects of using an iPad as an alternative reinforcer on self-injury and aggression when reinforcement for appropriate communication was denied following Functional Communication Training in an adolescent with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and severe aggression. The study also assessed collateral effects of the intervention on the use of self-management to control aggression. Data indicate the use of an iPad as an alternative reinforcer decreased the duration of self-injury and physical aggression in an adolescent in a big box store, grocery store, and classroom. Instances of self-injury and aggression remained low during maintenance sessions and a six month post-hoc analysis. Collateral gains in self-management were made during treatment and maintenance sessions.
ContributorsAcotto, Catherine Camille (Author) / McCoy, Kathleen M. (Thesis advisor) / Zucker, Stanley H. (Committee member) / Mathur, Sarup R. (Committee member) / Arizona State University (Publisher)
Created2014