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- All Subjects: community college
- All Subjects: Mathematics Education
- Creators: Buss, Ray
Description
This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed:
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
ContributorsToth, Meredith Jean (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Buss, Ray (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
Public Mathematics Education is not at its best in the United States and technology is often seen as part of the solution to address this issue. With the existence of high-speed Internet, mobile technologies, ever-improving computer programming and graphing, the concepts of learning management systems (LMS’s) and online learning environments (OLE’s), technology-based learning has elevated to a whole new level. The new generation of online learning enables multi-modal utilization, and, interactivity with instant feedback, among the other precious characteristics identified in this study. The studies that evaluated the effects of online learning often measured the immediate impacts on student achievement; there are very few studies that have investigated the longer-term effects in addition to the short term ones.
In this study, the effects of the new generation Online Learning Activity Based (OLAB) Curriculum on middle school students’ achievement in mathematics at the statewide high-stakes testing system were examined. The results pointed out that the treatment group performed better than the control group in the short term (immediately after the intervention), medium term (one year after the intervention), and long term (two years after the intervention) and that the results were statistically significant in the short and long terms.
Within the context of this study, the researcher also examined some of the factors affecting student achievement while using the OLE as a supplemental resource, namely, the time and frequency of usage, professional development of the facilitators, modes of instruction, and fidelity of implementation. While the researcher detected positive correlations between all of the variables and student achievement, he observed that school culture is indeed a major feature creating the difference attributed to the treatment group teachers.
The researcher discovered that among the treatment group teachers, the ones who spent more time on professional development, used the OLE with greater fidelity and attained greater gains in student achievement and interestingly they came from the same schools. This verified the importance of school culture in teachers’ attitudes toward making the most of the resources made available to them so as to achieve better results in terms of student success in high stakes tests.
In this study, the effects of the new generation Online Learning Activity Based (OLAB) Curriculum on middle school students’ achievement in mathematics at the statewide high-stakes testing system were examined. The results pointed out that the treatment group performed better than the control group in the short term (immediately after the intervention), medium term (one year after the intervention), and long term (two years after the intervention) and that the results were statistically significant in the short and long terms.
Within the context of this study, the researcher also examined some of the factors affecting student achievement while using the OLE as a supplemental resource, namely, the time and frequency of usage, professional development of the facilitators, modes of instruction, and fidelity of implementation. While the researcher detected positive correlations between all of the variables and student achievement, he observed that school culture is indeed a major feature creating the difference attributed to the treatment group teachers.
The researcher discovered that among the treatment group teachers, the ones who spent more time on professional development, used the OLE with greater fidelity and attained greater gains in student achievement and interestingly they came from the same schools. This verified the importance of school culture in teachers’ attitudes toward making the most of the resources made available to them so as to achieve better results in terms of student success in high stakes tests.
ContributorsMeylani, Rusen (Author) / Bitter, Gary G. (Thesis advisor) / Legacy, Jane (Committee member) / Buss, Ray (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children’s abilities to predict the number of shapes in near and far positions in a “growing” pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.
ContributorsCavanagh, Mary Clare (Author) / Greenes, Carole E. (Thesis advisor) / Buss, Ray (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
ContributorsSanchez, Luís, Ed.D (Author) / Buss, Ray (Thesis advisor) / Gonzales, Steven (Committee member) / Span, Derrick (Committee member) / Arizona State University (Publisher)
Created2017
Description
As open-door institutions, community colleges provide access to students from a wide range of backgrounds, experiences, and cultures. Yet while enrollment of students of color in community colleges continues to increase, representation by faculty of color has not. This qualitative study investigated community college faculty search committee members' implicit and subjective observations, values, and beliefs about ethnic/racial diversity in order to gain an understanding of how they may influence the faculty hiring process. The researcher interviewed 12 subjects-- administrators and faculty members at three community colleges in a large district in the southwest region of the United States--who served on faculty search committees from 2006-2009. Findings revealed three major themes: (a) the communication of diversity; (b) search committee dynamics with the sub-themes of role of the chair, role of administration, and the issue of time; and (c) subjects' observations, values, and beliefs, with the sub-themes of conflict, the idea of a "good fit," colorblindness, self-perception of having attained enlightenment about diversity, and the blaming of applicant pools. Discussion of the results was facilitated by utilizing three critical race theory constructs: (a) the pervasiveness of racism as ordinary and normal, (b) the use of Whiteness as the normative standard, and (c) the rejection of liberalism. The findings support the literature's assertion that colleges and faculty search committees can publically claim to value diversity but engage in practices that are incongruent with such claims. Despite the best institutional rhetoric on faculty diversity, failure to address search committee members' values, beliefs, and behaviors will result in little change. Communication and effective leadership can help increase faculty of color representation at community colleges. Communication about the relevance and practical application of diversity should be strong and consistent. Additionally, search committee definitions of "qualified" need to be challenged specific to members' colorblindness and beliefs in the effectiveness of meritocracy. Moreover, leadership is needed to advocate and hold people responsible and accountable for inclusive practices. Critical race theory served as a useful theoretical framework to identify the obstacles and analyze policies and power structures that facilitate underrepresentation of faculty of color in community colleges.
ContributorsFujii, Stephanie J (Author) / De Los Santos, Jr., Alfredo G. (Thesis advisor) / Turner, Caroline S. (Thesis advisor) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2010
Description
Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants.
ContributorsSteele, Bronwen (Author) / Buss, Ray (Thesis advisor) / Zambo, Ron (Thesis advisor) / Rivera, Rey (Committee member) / Arizona State University (Publisher)
Created2011
Description
Studies of discourse are prevalent in mathematics education, as are investigations on facilitating change in instructional practices that impact student attitudes toward mathematics. However, the literature has not sufficiently addressed the operationalization of the commognitive framework in the context of Calculus I, nor considered the inevitable impact on students’ attitudes of persistence, confidence, and enjoyment of mathematics. This study presents an innovation, founded, designed, and implemented, utilizing four frameworks. The overarching theory pivots to commognition, a theory that asserts communication is tantamount to thinking. Students experienced a Calculus I class grounded on four frames: a theoretical, a conceptual, a design pattern, and an analytical framework, which combined, engaged students in discursive practices. Multiple activities invited specific student actions: uncover, play, apply, connect, question, and realize, prompting calculus discourse. The study exploited a mixed-methods action research design that aimed to explore how discursive activities impact students’ understanding of the derivative and how and to what extent instructional practices, which prompt mathematical discourse, impact students’ persistence, confidence, and enjoyment of calculus.
This study offers a potential solution to a problem of practice that has long challenged practitioners and researchers—the persistence of Calculus I as a gatekeeper for Science, Technology, Engineering, and Mathematics (STEM). In this investigation it is suggested that Good and Ambitious Teaching practices, including asking students to explain their thinking and assigning group projects, positively impact students’ persistence, confidence, and enjoyment. Common calculus discourse among the experimental students, particularly discursive activities engaging word use and visual representations of the derivative, warrants further research for the pragmatic utility of the fine grain of a commognitive framework. For researchers the work provides a lens through which they can examine data resulting from the operationalization of multiple frameworks working in tandem. For practitioners, mathematical objects as discursive objects, allow for classrooms with readily observable outcomes.
ContributorsChowdhury, Madeleine Perez (Author) / Judson, Eugene (Thesis advisor) / Buss, Ray (Committee member) / Reinholz, Daniel (Committee member) / Arizona State University (Publisher)
Created2022
Description
Community colleges, like all higher education institutions in the United States, have not been immune to the increased national focus on educational accountability and institutional effectiveness over the past three decades. Federal and non-governmental initiatives aimed at tracking and reporting on institutional outcomes have focused on utilitarian academic and economic measures of student success that homogenize the goals, aspirations, and challenges of the individuals who attend these unique open-access institutions. This dissertation, which is comprised of three submission-ready scholarly peer-reviewed articles, examined community college students’ conceptualizations and valuations of “student success.” The research project was designed as a multiple methods single-site case study, and the data sources consisted of a large-scale student e-survey, follow-up semi-structured interviews with a heterogeneous group of students, semi-structured interviews with faculty and administrators, and a review of institutional documents. The interviews also incorporated two experimental visual elicitation techniques and a participatory ranking exercise. Article One introduces and operationalizes the author’s primary conceptual perspective, the capabilities approach, to develop a more comprehensive framework for understanding and evaluating community college student outcomes. This article documents the methodological process used to generate a theoretical and an empirical list of community college capabilities, which serve as the basis of future capabilities-based research on community college student success. Article Two draws on the student interview and student visual elicitation data to explore the capability category of “refuge” – a new, unexpected, and student-valued purpose of the community college as a safe escape from the complexities and demands of personal, home, and work life. In light of recent efforts to promote more structured and prescriptive college experiences to improve graduation rates, Article Three explores students’ perceptions of their pathways through the community college using the participant-generated and researcher-generated visual elicitation data. Findings indicate that students value the structure and the flexibility community colleges offer, as well as their own ability to be agents and architects of their educational experience. Taken together, these articles suggest that student success is less linear and more rhizomatic in structure than it is currently portrayed in the literature.
ContributorsTopper, Amelia Marcetti (Author) / Powers, Jeanne M. (Thesis advisor) / De Los Santos, Jr., Alfredo G. (Committee member) / Fischman, Gustavo E. (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2015
Description
There has been an ever-increasing demand in the United States to produce educated science, technology, engineering and mathematics (STEM) professionals. Because more women and minority students have begun their higher educational preparation at community colleges, these institutions have been uniquely positioned to support these students and increase the number of STEM graduates. Nevertheless, to attain this commendable goal, community college staff and faculty members will need to redouble their efforts to provide active and sustained programs and interventions to support and assure student persistence in STEM fields.
To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college.
A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree.
The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared.
To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college.
A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree.
The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared.
ContributorsSanchez, Nuria Maria (Author) / Buss, Ray (Thesis advisor) / Sampson, Carrie (Committee member) / Lara, Ernest (Committee member) / Arizona State University (Publisher)
Created2020