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- Creators: Division of Teacher Preparation
- Creators: Beardsley, Audrey
Description
This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.
ContributorsMcCloy, Daniel (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2011
Description
Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts integration is a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. However arts integration is not easy work. It takes a great deal of planning and collaboration. In this action research study, I take the perspective of a social artist, a facilitator, who offers a framework for a group of teacher participants to dialogue, collaborate and share ideas and skills to develop arts integrated products to share with others. Utilizing a mixed methodology approach, the findings of this action research study revealed that the intervention had a positive impact on the participants. Though there were some set backs, participants reported more dialogue and shared experiences about arts integration on a daily basis, more dialogue about new arts integrate ideas, and an increased sense of collaboration in developing arts integrated products. Furthermore, the Knowledge Construction Model (KCM) concept had strength as a potential professional development model for teachers and schools interested in growing their arts integration practices.
ContributorsBenson, Robert Jason (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Santarelli, Denton (Committee member) / Arizona State University (Publisher)
Created2011
Description
This comprehensive literature review synthesized 18 studies, from 15 search engines about the conceptualization of inclusive education within Arizona's borderlands from the viewpoints of educators, researchers, policy makers and family members. Although there is research that states along international borders are complex and diverse educational spaces, the information found regarding special education along the U.S-Mexico border mostly centers on the issue of over-representation of Mexican-American, Yaqui and Navajo students. There is validity and need to present these specific issues and groups of individuals, however there is little empirical data that involves the attitudes, perspectives and experiences of other stakeholders, such as parents, educators, and administrators who participate in special education processes, in a way that reflects education in borderlands as an asset-based setting and that engages in dialogue about across all of the disabilities categories protected under IDEA and 504 plans. Key Words: special education, parents, teachers, literature review, borderlands
ContributorsSiulok, Carolina Maria (Author) / Boveda, Mildred (Thesis director) / Morris, Katherine (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
I have created a workshop for educators. The workshop describes the significance of adverse childhood experiences in a student's life. It also displays how an educator might use Social Emotional Learning strategies to support students who have experienced trauma.
ContributorsPierce, Alyssa Cruz (Author) / Oliver, Jill (Thesis director) / Roderick, Valerie (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This Narrative Inquiry Research project looks at the first-hand experiences and stories of educators, counselors, and administrators working in schools during and following the pandemic. This is done through video interviews pieced together to create one large documentary-style video. In addition to the creative component, there is also an essay detailing the results of those answers, the research behind it, and what that research means for schools now.
ContributorsMorgan, Laurel (Author) / Oliver, Jill (Thesis director) / Ludlow, Carlyn (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12