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Description
The purpose of this quantitative action research study was to evaluate the effectiveness of an organization-wide book study in the K-12 environment. A growing charter school network was working towards an improved organizational culture to meet its mission. This study examined whether an organization-wide book study can make a difference in workplace belongingness, one of the core beliefs of the network. Bloom's Revised Taxonomy shaped the design of three distinct format options for the book study: facilitated, book club, and asynchronous. The study compared participants and non-participants in workplace belonging. Workplace belonging was measured using the Jena and Pradhan Workplace Belongingness Scale. Additionally, the study analyzed how the three different formats are more or less effective according to the Kirkpatrick Four-Level Model of Evaluation. The book study format effectiveness was measured using a modified version of the Lau, Henry, and Ebekozien training survey. Results were mixed. There was no significant difference found in workplace belonging among the three formats, and there was no significant difference found between the control group and experimental group. Significant difference was found in the facilitated format’s overviews and discussions when compared to the asynchronous group. Significant difference was also found in the book club’s discussions when compared to the asynchronous group.
ContributorsFowler, Betsy (Author) / Judson, Eugene (Thesis advisor) / Maddin, Brent (Committee member) / Assisi, Nicole (Committee member) / Arizona State University (Publisher)
Created2024
Description
Students in higher education require the skills and knowledge to creatively solve some of the pressing social, economic, and environmental issues confronting humanity. In 2015, the United Nations and its member states developed the Sustainable Development Goals (SDGs) to address complex global issues and systemic barriers to achieving sustainable development across the world. The SDGs help guide the Principles for Responsible Management Education (PRME), an initiative of the UN Global Compact that aligns signatory business schools with a set of values consistent with responsible management principles. This action research study examined bridging the knowledge gap of faculty transitioning from teaching traditional business curriculum to PRME and the SDG implementation in the curriculum in a polytechnic setting. Rogers’ Diffusion of Innovation (DOI) theory was used as the guiding theoretical framework. An intervention in the form of a faculty development micro-credential was created and implemented for study participants. Using a quantitative research design with pre-intervention and post-intervention surveys, participants reported a statistically significant increase in knowledge after the PRME micro-credential.
ContributorsGleiser, Amy (Author) / Ross, Lydia (Thesis advisor) / Smith, Stephanie (Committee member) / Chretien, Michelle (Committee member) / Arizona State University (Publisher)
Created2024
Description
Arizona continues to implement the 4-hour ELD block despite opposition and concerns regarding is appropriateness and effectiveness. Research using state and national assessments show that English language learners continue to fall behind their English proficient peers in reading achievement even after the implementation of the 4-hour ELD block. In general, there is no proven direct correlation between the program and underachievement. This study evaluated the impact of the 4-hour ELD block on reading achievement by comparing similar reading-abled students that were in the program with students that were not. The study was conducted in a district located in a predominately Hispanic poor community in order to eliminate social and economical factors that could disadvantage one group over the other. The findings demonstrated there were no significant differences in the reading achievement between both groups, supporting arguments that the 4-hour ELD block has made little to no impact for ELL students. However, results demonstrate that early intervention may be significant in explaining increases in reading achievement.
ContributorsSánchez, Arturo (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Garcia, Eugene E. (Thesis advisor) / Chavez, Jacob A. (Committee member) / Arizona State University (Publisher)
Created2019
Description
The School of Entrepreneurship and Business Innovation (SEBI) student’sengagement with SEBI support services has been a matter of concern since the
establishment of the School in 2017. Of the fifteen hundred (1500) students registered at
the School, approximately 40% of them use the student support services offered to
increase retention, enhance performance, reduce uncertainties, and guide students to
success. The literature showed that student engagement is important for the greater
achievement of student outcomes, maintaining retention, as well as to offset any
ambiguity and challenges within the learning environments. The practitioner used Astin’s
Theory of Student Involvement and Tinto’s Student Integration Theory to discuss the
phenomenon of infrequent engagements of students with student support services SEBI.
The research used a mixed-method approach to investigate the current framework of
student support services at SEBI and student's engagement with these services. The
findings suggest that the students' perception of the support services offered by SEBI is
that the services are inadequate, and that their success is as a result of peer support and
their individual persistence. The practitioner proposes a student support strategy
prototype that will involve a collaboration between students and faculty members for a
more effective and efficient student support service.
ContributorsAlves, Tracy (Author) / Fischman, Gustavo (Thesis advisor) / Smith, Stephanie (Committee member) / Eardley, Trisha (Committee member) / Arizona State University (Publisher)
Created2023
Description
This action research study is a mixed methods investigation of doctoral students’ preparedness for multiple career paths. PhD students face two challenges preparing for multiple career paths: lack of preparation and limited engagement in conversations about the value of their research across multiple audiences. This study focuses on PhD students’ perceived perception of communicating the value of their research across academic and non-academic audiences and on an institutional intervention designed to increase student’s proficiency to communicate the value of their PhD research across multiple audiences. Additionally, the study identified ways universities can implement solutions to prepare first-generation PhD students to effectively achieve their career goals.
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
ContributorsCason, Jennifer (Author) / Liou, Daniel (Thesis advisor) / Barber, Rebecca (Committee member) / Justice, George (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT The high percentage and the steady growth of Hispanic/Latino students in Arizona demand that special attention be placed on improving academic achievement and attainment. The need to support Hispanic/Latino parents in becoming meaningful positive contributors to their children's schooling continues to surface as a critical issue in school improvement efforts in many Arizona districts. American Dream Academy, part of the Center for Community Development and Civil Rights at Arizona State University, has aimed to address this critical issue. Their focus has been to change Latino parents' beliefs about, knowledge of, and behaviors related to their children's education from pre-kindergarten to the post-secondary level. The Hoover-Dempsey and Sandler model, Realizing the American Dream, for parental involvement was the basis for the design of the curriculum used by the American Dream Academy. The purpose of this study was to analyze the efficacy of the American Dream Academy in changing the beliefs, knowledge, and behaviors of parents. The data sources were demographic and pre- and post-academy surveys taken by 719 parents representing 42 Title 1 school districts throughout Maricopa County, Arizona during the spring semester of 2012. Two tailed t tests and the significant p values revealed statistically significant changes after participation in the academy for each one of the survey statement constructs, beliefs, knowledge, and behaviors. A computation of the effect sizes using Cohen's d revealed that there were moderate to large effect sizes for each of the constructs. The knowledge construct had the largest effect size. Pearson correlation coefficients revealed that the gains for each construct were positively correlated with each of the other constructs and that the relationships were statistically significant. The significant effects of the American Dream Academy's curriculum were considerable in changing parents' beliefs, knowledge, and behaviors as to pre-kindergarten and post-secondary education. Of special notice is the effect that the academy had on parents' knowledge of how to help their children as they navigate through the United States' educational system. It is recommended that school districts partner with the American Dream Academy in efforts to engage parents in meaningful participation.
ContributorsPortillo, Danelia (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A (Committee member) / Diaz, René X (Committee member) / Arizona State University (Publisher)
Created2013
Description
As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored.
ContributorsHarbin, Justin (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Foulger, Teresa (Committee member) / Clawson, Penny (Committee member) / Buss, Ray R (Committee member) / Arizona State University (Publisher)
Created2019
Description
The focus of this study was to investigate better learning opportunities at the epicenter of field-level aircraft maintenance technical training for the United States Air Force. While narrow in focus, this project may be informative for training communities across diverse industries. The intent of this project is to improve the transfer of training from the classroom to the workplace by implementing a blended learning classroom pedagogy, successively enhancing class time for more meaningful construction of student-centered learning. This mixed-methods research study utilized surveys, observations, and interviews with students, instructors and supervisors to explore perceptions that aircraft maintainers have about the current and potential value of curriculum. The first significant finding was that aircraft maintainers do believe there is opportunity to improve the current rote transmission style of curriculum and make it more learner-centered. The second significant finding is that aircraft maintainers do see a blended learning classroom as a means to explore the curriculum in more depth and improve the transfer of their knowledge in a more meaningful way to the workplace.
ContributorsDawes, Scott (Author) / Gee, Betty (Thesis advisor) / Mertler, Craig (Committee member) / Archambault, Leanna (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study took place at SUNY Buffalo State College in Buffalo, NY during the 2018-2019 academic year, and was conducted to examine the effect of the Health Ambassador (HA) program on reducing drinking, drug use, and other potential detrimental health behaviors among Greeks and athletes. Study participants included 147 participants derived from two groups of undergraduate students. Group 1 included 18 students who participated in the Health Ambassador program. Group 2 included 129 men and women who were recruited from three athletic teams and two campus sororities. Group 2 was further divided into intervention and control groups.
A five-week multi-phase health and leadership intervention, consisting of health and leadership trainings and workshops, was implemented over two semesters. Through a blended approach, which incorporated both in-person and online trainings, health ambassadors were educated in health and leadership content and developed prevention workshops to positively influence Greeks and athletes’ perceptions and behaviors toward substance use. Following the trainings, the health ambassadors delivered these substance prevention workshops to members of the intervention group. Self-Efficacy Theory and the Theory of Planned Behavior served as the theoretical frameworks for this study in order to determine health ambassador opinions around serving as student leaders and assess Greek and athletic student beliefs over engaging in potentially unsafe health behaviors, including alcohol and substance abuse.
The study employed a convergent parallel mixed methods approach where both quantitative and qualitative data were collected concurrently, analyzed separately, and compared to determine if the results substantiated each other. Taken from surveys, questionnaires, group interviews, observations, and field notes, this study shows that (1) past 30 day use of alcohol, binge drinking, and marijuana positively decreased following the health ambassador intervention, (2) intervention group participants became more effective at refusing drugs and alcohol and were more confident in making healthier choices, (3) health ambassadors overcame initial fears and biases toward working with Greeks and athletes, and achieved success presenting health material and functioning as student leaders, (4) the individual and collective efficacy of the health ambassadors positively increased. Additionally, study limitations, implications for research, implications for practice, and conclusions were discussed.
A five-week multi-phase health and leadership intervention, consisting of health and leadership trainings and workshops, was implemented over two semesters. Through a blended approach, which incorporated both in-person and online trainings, health ambassadors were educated in health and leadership content and developed prevention workshops to positively influence Greeks and athletes’ perceptions and behaviors toward substance use. Following the trainings, the health ambassadors delivered these substance prevention workshops to members of the intervention group. Self-Efficacy Theory and the Theory of Planned Behavior served as the theoretical frameworks for this study in order to determine health ambassador opinions around serving as student leaders and assess Greek and athletic student beliefs over engaging in potentially unsafe health behaviors, including alcohol and substance abuse.
The study employed a convergent parallel mixed methods approach where both quantitative and qualitative data were collected concurrently, analyzed separately, and compared to determine if the results substantiated each other. Taken from surveys, questionnaires, group interviews, observations, and field notes, this study shows that (1) past 30 day use of alcohol, binge drinking, and marijuana positively decreased following the health ambassador intervention, (2) intervention group participants became more effective at refusing drugs and alcohol and were more confident in making healthier choices, (3) health ambassadors overcame initial fears and biases toward working with Greeks and athletes, and achieved success presenting health material and functioning as student leaders, (4) the individual and collective efficacy of the health ambassadors positively increased. Additionally, study limitations, implications for research, implications for practice, and conclusions were discussed.
ContributorsLindner, Jonathan (Author) / Bertrand, Melanie (Thesis advisor) / Kenyon, Charles (Committee member) / Pivovarova, Margarita (Committee member) / Arizona State University (Publisher)
Created2019
Description
In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
ContributorsLuszeck, Amanda (Author) / Blasingame, James (Thesis advisor) / Durand, Elizabeth S (Thesis advisor) / Bickmore, Steven (Committee member) / Crowe, Christopher (Committee member) / Arizona State University (Publisher)
Created2019