Matching Items (14)
Filtering by
- All Subjects: Educational leadership
- Creators: Henriksen, Danah
- 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
The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews.
The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization.
ContributorsAzukas, M. Elizabeth (Author) / Dorm, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Austin, Heather (Committee member) / Arizona State University (Publisher)
Created2018
Description
With organizations’ rising interest in creativity as one of the most sought out skill sets for graduates, it has become crucial to infuse creativity training in academic programs. This study evaluated freshmen business students’ perceptions about their personal, everyday creativity and examined the influence of infusing creativity training in their freshmen seminar course.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
This action research study drew upon the intersection of three creative self-belief theories from management and education psychology literature: Jaussi, et al (2007) Creative Identity Theory; Karwowski (2014) Creative Mindset Theory; and Tierney & Farmer (2002) Creative Self-efficacy Theory. These theories arguably stemmed from Burke (1991) Identity Theory; Dweck (2006) Mindset Theory; and Bandura (1977, 1997) Self-efficacy Theory, respectively. This approach was used to understand what factors influenced students’ perceptions about their personal, everyday creativity.
Freshmen business students participated in the study. A concurrent mixed methods approach was used to gather data from the students. Quantitative data came from a post- and retrospective pre-intervention survey that assessed four constructs: creative identity, creative self-efficacy, growth mindset, and fixed mindset. The data also came from the quantitative section of a post-workshop feedback survey asking to rate the effectiveness of each workshop. Qualitative data were gathered in several ways. Student interviews focused on asking how they defined creativity, shared reasons that motivated or inhibited them to practice creativity, and explained to what extent the workshops influenced them. Additional qualitative data came from student reflection essays and the qualitative section of a post-workshop feedback survey.
Research results suggested students gained an increased understanding in the importance of adopting a growth mindset, designating ‘creative’ as a critical identity and building confidence in their creative endeavors. The students’ interview and reflection essay data were consistent with the survey data. Finally, research results from the study highlighted the benefit of creativity training as a crucial, complementary, and iterative form of study in an academic setting allowing students to know themselves better and to prioritize their creative performances as part of their program learning outcomes.
ContributorsHomayoun, Sogol (Author) / Buss, Ray (Thesis advisor) / Henriksen, Danah (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2019
Description
This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions.
Analysis of data showed that there was no statistical difference between video production value in students’ perceived student-instructor connection or student-instructor communication when compared to the instructor’s intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.
ContributorsLomonte, Cori (Author) / Puckett, Kathleen (Thesis advisor) / Crawford, Steven (Committee member) / Henriksen, Danah (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2019
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
Performing arts curricula, specifically theatrical role-play, have aided in enhancing life skills of secondary education students throughout the past. This continues
to be the case in the present education climate. However, the performing arts are still not
viewed by some education policymakers at a level that helps those programs flourish and
thereby be accessible to students. Despite the empirical evidence of life skill
enhancement, both academically and socially, that can be applied in an interdisciplinary
manner and to life outside of the school setting, the arts are often not considered as
important as core content areas. These programs are subject to elimination to a greater
extent compared to other education programs. This action research study sought to
examine the ways in which high school theatre programs impact life skills, defined in this
study by both academic and social contexts, learned by secondary education students.
The innovation intervention consisted of theatrical role-play applied in an
interdisciplinary manner. The innovation occurred over the course of two weeks in a
senior English class at a southwest public high school. The likelihood of the English
teacher using theatrical role-play in future lesson plans was also studied. The action
research utilized a mixed-methods approach with a theoretical framework consisting of
Experiential Learning Theory (ELT) and Academic Risk-Taking (ART). Results
indicated assertions related to the enhancement of the social skills of empathy and public
speaking in student participants, as well as the English teacher planning on utilizing the
innovation in future lesson planning. The academic skill of text analysis was possibly
affected, however results were inconclusive.
ContributorsMcCandless, Timothy Michael (Author) / Henriksen, Danah (Thesis advisor) / McAvoy, Mary (Committee member) / Olsen, Nicola (Committee member) / Wendt, Jill (Committee member) / Arizona State University (Publisher)
Created2023
Description
The focus of this research study was to better understand the development of a Professional Learning Community (PLC) culture within an urban middle school campus and to analyze if the intervention, intended to develop a campus PLC culture, had any positive or negative impact on student achievement. This mixed-methods research study utilized pre and post surveys and interviews with campus educators to delve into the perceptions of the development of a PLC culture within the middle school campus. Furthermore, student academic performance was explored through the analysis of state academic performance reports.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
ContributorsHerrera, José Antonio (Author) / Gee, Elisabeth (Thesis advisor) / Henriksen, Danah (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2019
Description
Research indicates that significant numbers of new principals enter the field without the necessary requisites to remain in the position (longevity) or build school and community partnerships. While many practicing educational leaders focus on these two essential issues, race/ethnicity, poverty, inequity, and education are intersecting constructs that remain at the forefront of university preparation programs, state departments, and school systems. In response to a critical need to address gaps in the educator preparation programs and knowledge and skills of current and practicing school leaders, this qualitative action research case study explores two distinct purposes. First, the research study focuses on how e-coaching supports aspiring educational leaders to become transformative leaders in their everyday practices. Second, the research study informs practice about how e-coaching transforms the preparation of the e-coach. The study's rationale emanates from a desire to address social justice issues related to the opportunity gap and help aspiring leaders address minoritized students' needs. The researcher assumes that e-coaching is an innovative approach to support aspiring educational leaders to disrupt inequities and oppression and challenge deficit thinking in schools. Three participants (coachees) initially engaged in the research study; however, due to COVID 19, two remained. The primary data collection method was an interview (co-constructed dialogues). The data were coded and organized according to the four propositions aligned and then to the research questions. Analysis and interpretation of findings were organized by way of three analytic categories based on the study’s four theoretical perspectives: (a) the theory of planned behavior, (b) culturally responsive leadership, (c) transformative leadership, and (d) transformational coaching for equity. This research revealed that e-coaching does prepare aspiring leaders for their roles as culturally responsive school leaders and transformative leaders. However, school leaders' transformative role in preparing students for engaged, civil roles in society was not evident in the dissertation's findings. Recommendations are offered for the study's participants (coachees), coaches, educational leadership practice, and further action research possibilities.
ContributorsKeller-Boudreaux, Mary Kathryn (Author) / Wolf, Leigh G (Thesis advisor) / Henriksen, Danah (Committee member) / Garrett, Carla (Committee member) / Arizona State University (Publisher)
Created2021