Matching Items (14)
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- All Subjects: Educational leadership
- Creators: Rotheram-Fuller, Erin
- 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
This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and depth.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
ContributorsKubasko, Wendy Lynn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Diaz, Rene (Committee member) / Arizona State University (Publisher)
Created2015
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
Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
ContributorsVann, William Camp (Author) / Marsh, Josephine P (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Ashton, Kent (Committee member) / Arizona State University (Publisher)
Created2019
Description
“If you treat an individual as he is, he will stay as he is,
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
ContributorsSaltmarsh, Sarah Schmaltz (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Shaw, Ann (Committee member) / Arizona State University (Publisher)
Created2016
Description
Information concerning sexual minorities is conspicuously absent from secondary education curriculums. Student attitudes toward sexual diversity are impacted, and those entering higher educational environments are at a disadvantage when faced with diverse university populations. This study attempted to close the information gap among first year college students and to improve attitudes by teaching about sexual minorities, especially gays and lesbians. In addition to their standard coursework, 41 student participants (31 in the intervention group, and 10 in the control group) who were enrolled in required introductory college courses received six short lessons on sexual diversity. Mixed methods data collection and analysis included a pre and post intervention survey, the Riddle Homophobia Scale (1985), and qualitative electronic discussion boards throughout the intervention. Surveys revealed a significant decrease in negative attitudes but no increase in more affirming attitudes. Qualitative data showed somewhat inconsistent results with quantitative surveys, but allowed deeper analysis of the familial, social, religious and societal influences on student attitudes toward lesbian, gay, bisexual and questioning (LGBQ) people. Discussion includes possible explanations for the findings, suggestions for future research, and suggests refinements of the Riddle Homophobia Scale.
ContributorsSpalding, Mark Donald (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Adelman, Madelaine (Committee member) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016
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
More and more, colleges and universities across the United States and throughout the world are relying on adjunct instructors (sometimes called casual academics or part
time instructors) to teach classes in their field of expertise. Often, those classes require a
blending of theory into practical application, such as in business, accounting and other
career focused classes. Previous literature has shown that adjunct instructors often have
little formal preparation for teaching, and even when some preparation is offered, it is
often insufficient to establish confidence, or teaching self-efficacy, in the classroom. This
study examined changes in teaching self-efficacy after adjunct instructors were provided
information (articles) around constructivist teaching strategies within collaborative
Community of Practice (CoP) meetings to discuss those strategies. The study was
conducted at a small private college, which relied heavily on adjunct instructors to
conduct classes. A quantitative pre-post survey, and qualitative comments throughout the
intervention sessions were used to examine changes. Participants reported a significant
increase in teaching self-efficacy, which was especially prominent amongst new
instructors compared to those with more experience. There was also a self-reported
increase in the use of more constructivist strategies within their classes over the course of
the intervention. Finally, participants also rated the components of the intervention
(articles and the CoP meetings) and while they rated them similarly in terms of impact,
the CoP meetings were discussed as critical to both learning and application of strategies
in practice. Future studies should examine how these strategies could be used in wider
groups of instructors and how the effects might be enhanced if a longer program were
used, but it is clear that providing opportunities for adjunct faculty to come together and
discuss new strategies can help improve teaching self-efficacy in higher education.
ContributorsWente, Todd Jason (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Coudret, Dude (Committee member) / Davis, Jaime (Committee member) / Arizona State University (Publisher)
Created2023
Description
Under the Individuals with Disabilities Education Act (IDEA), schools and families collaborate to determine educational decisions for children with special needs. However, successful collaboration occurs when special education practitioners and families build strong partnerships. This study employed a mixed-methods action research design to examine the effectiveness of professional development training for school-based special education personnel to increase collaboration during special education meetings. The training centered around building participants’ knowledge of special education regulations, policies, and procedures and providing strategies to facilitate a collaborative partnership between families and the school. Participants’ knowledge gained from the training intervention was assessed using a pre-post-intervention survey, followed by semi-structured interviews. Useful aspects of the training intervention included gaining a foundational understanding of legal rights and responsibilities in special education and specific preparation and communication strategies for future family and school collaboration during special education meetings.
ContributorsDaliri, Robyn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Hlava, Terri (Committee member) / Wendt, Jill (Committee member) / Arizona State University (Publisher)
Created2023