Matching Items (4)
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- All Subjects: Assessment
- Creators: Levy, Roy
- Creators: Redman, Aaron
Description
The Culture-Language Interpretive Matrix (C-LIM) is a new tool hypothesized to help practitioners accurately determine whether students who are administered an IQ test are culturally and linguistically different from the normative comparison group (i.e., different) or culturally and linguistically similar to the normative comparison group and possibly have Specific Learning Disabilities (SLD) or other neurocognitive disabilities (i.e., disordered). Diagnostic utility statistics were used to test the ability of the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) C-LIM to accurately identify students from a referred sample of English language learners (Ells) (n = 86) for whom Spanish was the primary language spoken at home and a sample of students from the WISC-IV normative sample (n = 2,033) as either culturally and linguistically different from the WISC-IV normative sample or culturally and linguistically similar to the WISC-IV normative sample. WISC-IV scores from three paired comparison groups were analyzed using the Receiver Operating Characteristic (ROC) curve: (a) Ells with SLD and the WISC-IV normative sample, (b) Ells without SLD and the WISC-IV normative sample, and (c) Ells with SLD and Ells without SLD. Results of the ROC yielded Area Under the Curve (AUC) values that ranged between 0.51 and 0.53 for the comparison between Ells with SLD and the WISC-IV normative sample, AUC values that ranged between 0.48 and 0.53 for the comparison between Ells without SLD and the WISC-IV normative sample, and AUC values that ranged between 0.49 and 0.55 for the comparison between Ells with SLD and Ells without SLD. These values indicate that the C-LIM has low diagnostic accuracy in terms of differentiating between a sample of Ells and the WISC-IV normative sample. Current available evidence does not support use of the C-LIM in applied practice at this time.
ContributorsStyck, Kara M (Author) / Watkins, Marley W. (Thesis advisor) / Levy, Roy (Thesis advisor) / Balles, John (Committee member) / Arizona State University (Publisher)
Created2012
Description
In the current context of fiscal austerity as well as neo-colonial criticisms, the discipline of religious studies has been challenged to critically assess its teaching methods as well as articulate its relevance in the modern university setting. Responding to these needs, this dissertation explores the educational outcomes on undergraduate students as a result of religious studies curriculum. This research employs a robust quantitative methodology designed to assess the impact of the courses while controlling for a number of covariates. Based on data collected from pre- and post-course surveys of a combined 1,116 students enrolled at Arizona State University (ASU) and two area community colleges, the research examines student change across five outcomes: attributional complexity, multi-religious awareness, commitment to social justice, individual religiosity, and the first to be developed, neo-colonial measures. The sample was taken in the Fall of 2009 from courses including Religions of the World, introductory Islamic studies courses, and a control group consisting of engineering and political science students. The findings were mixed. From the "virtues of the humanities" standpoint, select within group changes showed a statistically significant positive shift, but when compared across groups and the control group, there were no statistically significant findings after controlling for key variables. The students' pre-course survey score was the best predictor of their post-course survey score. In response to the neo-colonial critiques, the non-findings suggest the critiques have been overstated in terms of their impact pedagogically or in the classroom.
ContributorsLewis, Bret (Author) / Gereboff, Joel (Thesis advisor) / Foard, James (Committee member) / Levy, Roy (Committee member) / Woodward, Mark (Committee member) / Arizona State University (Publisher)
Created2011
Description
Businesses, as with other sectors in society, are not yet taking sufficient action towards achieving sustainability. The United Nations recently agreed upon a set of Sustainable Development Goals (SDGs), which if properly harnessed, provide a framework (so far lacking) for businesses to meaningfully drive transformations to sustainability. This paper proposes to operationalize the SDGs for businesses through a progressive framework for action with three discrete levels: communication, tactical, and strategic. Within the tactical and strategic levels, several innovative approaches are discussed and illustrated. The challenges of design and measurement as well as opportunities for accountability and the social side of Sustainability, together call for transdisciplinary, collective action. This paper demonstrates feasible pathways and approaches for businesses to take corporate social responsibility to the next level and utilize the SDG framework informed by sustainability science to support transformations towards the achievement of sustainability.
ContributorsRedman, Aaron (Author)
Created2018-06-30
Description
Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.
ContributorsRedman, Aaron (Author) / Wiek, Arnim (Thesis advisor) / Barth, Matthias (Committee member) / Basile, George (Committee member) / Fischer, Daniel (Committee member) / Mochizuki, Yoko (Committee member) / Arizona State University (Publisher)
Created2020