Matching Items (10)
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- All Subjects: Educational leadership
- Creators: Chen, Ying-Chih
- Member of: ASU Electronic Theses and Dissertations
Description
Peer learning is one of the longest established and most intensively researched forms of learning. As a form of peer learning, peer tutoring is characterized by specific role-taking as tutor or tutee with high focus on curriculum content. In the late 18th century, Andrew Bell undoubtedly became the first person in the world to use peer tutoring in a systematic fashion within a school setting. Due to its miraculous success, Bell affirmed that peer tutoring was the new method of practical education and was essential to every academic institution. Early in American education, teachers relied on certain students to teach others (i.e., peer tutoring) but this occurred on an informal, impromptu, as needed basis. This type of peer tutoring lasted well into the 20th century. A recent change in the traditional face of peer tutoring arrangements for U.S. schools has occurred due to more than 30 years of research at four major tutoring centers. Peer tutoring has moved away from an informal and casual approach to a more formal and robust method of teaching and learning. However, at the researcher's high school, peer tutoring was still very casual, informal, and practically non-existent. Consequently, the researcher created a peer tutoring club, and developed, and implemented a peer tutoring program. The researcher conducted a mixed-methods study with design-based research (DBR) as the preferred research design in order to discover what constitutes an ideal peer tutor and an ideal peer tutoring session. The researcher utilized qualitative means to analyze the following data: 1) field notes, 2) impromptu interviews, 3) questionnaires, 4) focus group interviews, and 5) a semi-structured interview. The researcher utilized quantitative means to analyze the following data: 1) sessions tutored survey and 2) archival data (e.g., daily attendance, school records). Analysis of qualitative and quantitative data suggested that the ideal peer tutor was qualified (e.g., desire, character traits, content mastery), trained (e.g., responsibilities, methodologies, procedures), and experienced. Likewise, in addition to having an ideal peer tutor, an ideal peer tutoring session took place in an environment conducive to learning and tutees were prepared and actively participated.
ContributorsJohnson, Brian (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Moore, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher collaboration can increase communication and open doors to increased collective knowledge and rapport. Collaborative knowledge sharing and decision-making that focus on student achievement can go far in improving instructional learning. This action research focused on increasing collaboration among members of a middle school team of teachers. Involving teachers in a collaboration development processes was intended to improve productive interactions and contribute to instructional learning as a professional learning team. Study participants were involved in an eight week professional development initiative that involved techniques to promote collaboration along with instructional learning tools to promote professional learning in regard to guiding students to high levels of cognition. A mixed methods set of data was generated including a research journal, artifacts, surveys, meeting transcriptions, and interviews. Findings concluded that focusing on collaboration contributed to positive changes in the middle school team's interactions. Setting and revisiting norms of collaboration were crucial steps in this focus, leading to increased buy-in and active participation during team meetings. Focusing on relevance contributed to multiple aspects of the team's instructional learning. Participants valued their collaborative efforts especially when they found direct links between their professional learning and their individual classroom situations. Focusing on an action plan also contributed to participants' instructional learning. Setting manageable short terms goals gave the team direction and fostered accountability. Finally, working as a professional learning team contributed to the team's instructional learning. Taking the time to meet frequently allowed teachers to share classroom experiences, assist one another, and develop professionally.
ContributorsRiskus, A. Michael (Albert Michael) (Author) / Moore, David (Thesis advisor) / Cheatham, Gregory (Committee member) / Westhoff, Maggie (Committee member) / Arizona State University (Publisher)
Created2011
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011
Description
Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share their action research experiences. In this study, action research training was provided to teachers to create a trained cohort of action research teachers within the school. Members of this cohort voluntarily joined with other teachers interested in classroom action research and participated in a professional learning community (PLC). The members of this PLC initiated classroom action research projects and met collaboratively as a PLC. The study examined what collaborative practitioner inquiry contributed to teacher professional development and how my leadership contributed to teacher professional development. Data were collected through the administration of a survey, interviews, transcriptions of PLC meetings, and my research journal. Findings indicate that participants benefited from the provided professional development and my leadership as a result of the intervention. Teachers applied the professional literature and used data to inform their instruction. Teacher collaboration was enhanced and teachers examined instructional practices. Lastly, my leadership enhanced teacher application of action research.
ContributorsVon Gnechten, Mitchell P (Author) / Moore, David (Thesis advisor) / Allen, Robert (Committee member) / Cheatham, Gregory (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study addresses the problem of low-income, first-generation college students who are academically successful, but choose to leave college before finishing due to financial constraints. This study investigates their lived experiences as well as the effects of a peer mentorship program where incoming, first-year, low-income, first-generation college students are paired with a trained peer mentor from a similar background. Together the pair jointly explore available financial resources and troubleshoot barriers to access. This study draws on four primary theories: Social Cognitive Theory, Intersectionality, Community Cultural Wealth, and Critical Pedagogy. This mixed methods action research study uses multiple types of data: individual interviews, focus group, photo elicitation, demographic questionnaires, and pre- and post-intervention questionnaires. Findings indicate increases in self-efficacy for and knowledge about accessing financial resources after participating in the program.
ContributorsBevins, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Carrillo, Juan (Committee member) / Morgan, Chad (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study addresses the dynamics of U.S. and international students studying together in the United States. This study investigates lived experiences as well as the effects of a first-year foundational course on the development of intercultural connections between students. The first-year foundational course hoped to provide the ideal conditions that allowed for prejudices to decrease and friendships to form. This study draws on four primary theories and perspectives: Acculturation, Intergroup Contact Theory, Transformative Learning and Culturally Sustaining Pedagogy. This qualitative action research study uses multiple types of data: instructor journals, student journals, individual interviews, and photovoice. The themes identified include growth and development, independence, friendships, moments of similarities, prejudices and behaviors, superiority and apathy, and belonging to the majority or minority. The themes indicate that the research study provided a foundation for study participants to further explore how to incorporate intercultural experiences into their lives in the future and beyond.
ContributorsRoss, Andrew Dexter (Author) / Chen, Ying-Chih (Thesis advisor) / Ellis, Raquel (Committee member) / Madden, Meggan (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study investigates Black male students' perceptions of their teachers' curricular expectations in mathematics classrooms. Curriculum in this study refers to what knowledge students are expected to learn, and the manner in which they are expected to learn it. The topic of this dissertation is in response to persisting and prevailing achievement disparities experienced by secondary Black male students in mathematics. These disparities exist at the school, district, state, and national level. Utilizing an action research methodology, multiple cycles of data collection led to the final iteration of the study, collecting strictly qualitative data and drawing from critical race methodology to address the three research questions.
The three research questions of this study seek to address how Black male students perceive their mathematics teachers’ curricular expectations, what practices they have found to be effective in meeting their teachers’ higher curricular expectations, and to determine how they view the reform practices as part of the intervention. Research questions were answered using one-on-one and focus group interviews, classroom observations, and student journals. An intervention was developed and delivered as part of the action research, which was an attempt at curriculum reform influenced by culturally relevant pedagogy, warm demander pedagogy, and youth participatory action research.
Findings from the qualitative methods, led to four assertions. The first assertion states, despite achievement disparities, Black male students care very much about their academic success. Second, a primary factor hindering Black male students’ academic success, as communicated by participants, is what they are learning and how they are learning it. Speaking to teachers’ expectations, participants believe their teachers want them to succeed and think highly of them. Additionally, participants preferred interactive, enthusiastic, and caring teachers, even if those teachers are academically demanding. Finally, participants found learning mathematics addressing a problem that affects them, while incorporating components that address their invisibility in the curriculum, increased relevance, interest, and academic self-awareness.
The three research questions of this study seek to address how Black male students perceive their mathematics teachers’ curricular expectations, what practices they have found to be effective in meeting their teachers’ higher curricular expectations, and to determine how they view the reform practices as part of the intervention. Research questions were answered using one-on-one and focus group interviews, classroom observations, and student journals. An intervention was developed and delivered as part of the action research, which was an attempt at curriculum reform influenced by culturally relevant pedagogy, warm demander pedagogy, and youth participatory action research.
Findings from the qualitative methods, led to four assertions. The first assertion states, despite achievement disparities, Black male students care very much about their academic success. Second, a primary factor hindering Black male students’ academic success, as communicated by participants, is what they are learning and how they are learning it. Speaking to teachers’ expectations, participants believe their teachers want them to succeed and think highly of them. Additionally, participants preferred interactive, enthusiastic, and caring teachers, even if those teachers are academically demanding. Finally, participants found learning mathematics addressing a problem that affects them, while incorporating components that address their invisibility in the curriculum, increased relevance, interest, and academic self-awareness.
ContributorsMichael, Junior (Author) / Chen, Ying-Chih (Thesis advisor) / Liou, Daniel Dinn-You (Committee member) / Sampson, Carrie (Committee member) / Bertrand, Melanie (Committee member) / Arizona State University (Publisher)
Created2020
Description
For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature explores how social presence has been measured by faculty or researchers, but lacks insight on how other university staff can affect social presence in online graduate students. This is an action research mixed-methods study conducted by an academic advisor and attempts to measure social presence through a webpage intervention for an online graduate business program. A pre-and-posttest were conducted in a five month span, as well as semi-structured interviews with students of the program. Results suggest that overall, the intervention did not increase social presence in the program. It also suggests that social presence is developed between students in a variety of ways, and can even be developed between their academic advisor and themselves. Overall, this study acknowledges how academic advisors can explore social presence to improve academic advising techniques and interventions for their programs, while also adding to the literature a different perspective through the eyes of a university staff member.
ContributorsDelgado, Gina Michelle (Author) / Chen, Ying-Chih (Thesis advisor) / Beardsley, Audrey (Committee member) / Tu, Chih-Hsiung (Committee member) / Arizona State University (Publisher)
Created2020
Description
The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices, and encourage help-seeking behaviors. In short, the study sought to understand how these medical students responded to feelings of shame related to academic performance before and after participation in the educational innovation. A total of 14 second-year medical students participated in this concurrent mixed-method study. The educational innovation was designed by this action researcher and informed by Brené Brown’s shame resilience theory. Three sources of data were used to answer the research questions, including a pre- and post-innovation survey, interviews, and student journals. Major findings suggested that the educational innovation was effective in enhancing the study participants’ knowledge of shame, increasing perceptions of self-efficacy in the practices related to resiliency to feeling of academic shame, as well as, promoting help-seeking behaviors. The data also revealed a range of academic shame triggers identified by these medical students. This action research study validated the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling.
ContributorsCoudret, Dude Joseph (Author) / Chen, Ying-Chih (Thesis advisor) / Buss, Ray R (Committee member) / Hartmark-Hill, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
Description
This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university Club Advising as the resources exist informally. The formal literature which does exist does not agree on what skills are needed to be a Club Advisor and does not bridge the gap between theory and practice. The lack of formal research on Club Advising impacts the student experience through Club Advisors not receiving the resources they need. Ensuring the Club Advisors who do volunteer their time are set-up to develop their students successfully requires additional research. This research study used surveys, interviews, memos, and workshop interventions to understand where Club Advisors were developmentally and how to develop them further. Club Advisors in the study wanted to use the resources and connect with others, but before this study did not know how or where to connect. Future cycles of research beyond this study would expand upon the findings and create a foundation for Club Advisor development.
ContributorsO'Brien, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Davis, Ben (Committee member) / Vela, Alicia (Committee member) / Arizona State University (Publisher)
Created2020