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- Creators: Arzubiaga, Angela
- Creators: Barrett, The Honors College
- Member of: Theses and Dissertations
- Status: Published
Description
Mexico City has an ongoing air pollution issue that negatively affects its citizens and surroundings with current structural disconnections preventing the city from improving its overall air quality. Thematic methodological analysis reveals current obstacles and barriers, as well as variables contributing to this persistent problem. A historical background reveals current programs and policies implemented to improve Mexico’s City air quality. Mexico City’s current systems, infrastructure, and policies are inadequate and ineffective. There is a lack of appropriate regulation on other modes of transportation, and the current government system fails to identify how the class disparity in the city and lack of adequate education are contributing to this ongoing problem. Education and adequate public awareness can potentially aid the fight against air pollution in the Metropolitan City.
ContributorsGarcia, Lucero (Author) / Duarte, Marisa E. (Thesis advisor) / Arzubiaga, Angela (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
The incorporation of electronic books (e-books) into the classroom and home of young children has been shown to have positive effects on the acquisition of early literacy skills. Dialogic reading methods, which include interactive conversations between caregiver and child about a story as it is being read, additionally are known to improve skills that lead to improved literacy during the school years. No research to date, however, has examined e-books and dialogic reading when used together. This study examines how using dialogic reading with a child reading an e-book will impact the acquisition of emergent literacy skills, particularly vocabulary knowledge and story recall ability. Twenty-three children aged 3 to 5 took part in a matched pairs experiment that included reading a select e-book four times in which half received a dialogic reading intervention. The children who received the intervention scored significantly higher in the story recall measure of the posttest than those in the control group. No differences were found between the experimental and control groups on the vocabulary measure, although mutual gains were found among both groups from the pretest to the posttest. The results suggest that dialogic reading when incorporated with e-books may improve a child's ability to recall a story. Further, the results indicate that repeated reading of the same e-book may increase vocabulary knowledge.
ContributorsFallon, Ashley Elizabeth (Author) / Connor, Carol (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
This project highlights the importance of students learning and applying social skills in educational settings for students with ASD. Social stories are one method used for students with autism spectrum disorders (ASD) to integrate social skills instruction in classroom settings. Social stories are designed to help a child learn and respond to social cues for successful social interactions. Although, there is limited research on the effectiveness of social stories, research has demonstrated the effectiveness of peer-mediated learning and the effects of positive peer relationships in inclusive early childhood settings. This project draws on the evidence of peer- mediated learning through the medium of social stories to support students with ASD in school settings. This project is the creation of a double-sided social story picture book designed to teach prosocial peer interactions to students with ASD and to teach their peers to support them in learning the specific social skill. The target skill for this peer-mediated social story is learning how to interact with friends in the classroom by initiating and responding to requests to play. \r\nThe project is unique in that this social story includes a section for the student with ASD and a section to support the peer in their role within the social relationship.
ContributorsGacad, Clare Santos (Author) / Oakes, Wendy (Thesis director) / Bernstein, Katie (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.
ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this project was to create a resource for parents to introduce them to the PBIS framework that is used in many schools across the country, and to three low-intensity positive behavior management strategies that can be utilized to prevent problem behaviors at school and home. The three strategies included in the resource are: behavior specific praise, precorrection, and high probability request sequences. All three of these strategies have been shown, through research, to help promote positive relationships between adults and children, and decreased problem behaviors when they are used in the classroom and school settings. Through a literature review that was conducted at the beginning of the project, it was found that there is very little research on the use of the three strategies by parents. This resource could potentially lead to more education and research being done on both the social validity of these strategies and their use in the home setting.
ContributorsPestridge, Grace Annabelle (Author) / Oakes, Wendy (Thesis director) / Schonour, Sarah Jane (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this project was to create a resource for parents to introduce them to the PBIS framework that is used in many schools across the country, and to three low-intensity positive behavior management strategies that can be utilized to prevent problem behaviors at school and home. The three strategies included in the resource are: behavior specific praise, precorrection, and high probability request sequences. All three of these strategies have been shown, through research, to help promote positive relationships between adults and children, and decreased problem behaviors when they are used in the classroom and school settings. Through a literature review that was conducted at the beginning of the project, it was found that there is very little research on the use of the three strategies by parents. This resource could potentially lead to more education and research being done on both the social validity of these strategies and their use in the home setting.
ContributorsPestridge, Grace Annabelle (Author) / Oakes, Wendy (Thesis director) / Schonour, Sarah Jane (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This dissertation examines how young children engage with digital games at home and how parents think and talk about their children's digital gaming. This is an ethnographic case study of the digital game playing of six three-year-old children in six families. This study combines ethnographic methods and critical perspectives to construct analyses that have the potential to rethink young children's digital game play. The focus of this study is on understanding how digital gaming functions in children's everyday lives. This study shows that young children's digital game play takes place in the interstices of their everyday family life. Digital games do not entirely change or displace other practices in early childhood, but they are integrated into existing young children's everyday practices in their family life. Digital games as a source of young children's imagination enrich young children's play rather than substitute for young children's spontaneous non-digital play. Young children and their parents tactically use young children's mobile game play to cope with their modern life. Negotiating over game selections, time, and space between young children and their parents is an everyday practice of families and digital games are a site not only for family power struggles but also of shared activity. Digital games reflect the dominant culture in which they are produced. However, this study shows that young children do not passively receive the messages in the games but rather make sense of the game contents according to their everyday local experiences. Digital games are now a part of everyday practices for both adults and young children, and young children's digital game play reflects contemporary society.
ContributorsHuh, Youn Jung (Author) / Tobin, Joseph (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Lee, Kyunghwa (Committee member) / Arizona State University (Publisher)
Created2015
Description
Definitions of quality child care are subjective, depending on who is defining quality, and constructions of quality remain a contested issue in the early childhood field. There are multiple ways of defining quality child care, most of which are from the perspectives of researchers, policymakers, and professionals. Few studies of child care quality take into consideration parents’ perspectives of what quality child care means to them and what they deem as important for the wellbeing of their children (Ceglowski & Davis, 2004, Duncan et al., 2004, Harrist et al., 2007, & Liu et al., 2004). This study compared parent perspectives to criteria for assessing child care used in Quality First, a statewide quality improvement and rating system for providers of center-based or home-based early care and education, to better understand the gaps drawing from ecological theory (refs – add these) and discuss the consequences of these different perspectives.
This study utilized a comparative qualitative analysis of ways in which parents and state agencies view determinants of child care quality. The data for this study were collected from interview responses to open-ended questions on a larger mixed-method study with parents of children under the age of 6 from the Central Arizona area. The quality indicators used by Quality First included the Infant/Toddler Environment Rating Scale (ITERS-R), Early Childhood Environment Rating Scale (ECERS-R), Family Child Care Environment Rating Scale (FCCERS-R), and the Classroom Assessment Scoring System (CLASS), which were analyzed and compared to parent descriptions of quality factors in child care.
The findings of this study contribute to the discussion of ways in which parents’ perspectives are similar and different to that of quality rating scales, in this case those used by Quality First, and how the gap may be contributing to unintended consequences. In the study, I noticed that parents were more inclined toward affect qualities as quality indicators whereas the Quality First had more structural qualities as quality indicators. This led to the addressing of the need to bridge this gap to have a more comprehensive understanding of quality child care to meet different needs as identified by parents and professionals.
This study utilized a comparative qualitative analysis of ways in which parents and state agencies view determinants of child care quality. The data for this study were collected from interview responses to open-ended questions on a larger mixed-method study with parents of children under the age of 6 from the Central Arizona area. The quality indicators used by Quality First included the Infant/Toddler Environment Rating Scale (ITERS-R), Early Childhood Environment Rating Scale (ECERS-R), Family Child Care Environment Rating Scale (FCCERS-R), and the Classroom Assessment Scoring System (CLASS), which were analyzed and compared to parent descriptions of quality factors in child care.
The findings of this study contribute to the discussion of ways in which parents’ perspectives are similar and different to that of quality rating scales, in this case those used by Quality First, and how the gap may be contributing to unintended consequences. In the study, I noticed that parents were more inclined toward affect qualities as quality indicators whereas the Quality First had more structural qualities as quality indicators. This led to the addressing of the need to bridge this gap to have a more comprehensive understanding of quality child care to meet different needs as identified by parents and professionals.
ContributorsCharania, Sharmeen (Author) / Swadener, Beth B (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2014