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Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student

Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The study included two mentor/teacher candidate dyads and one university site coordinator. Qualitative and quantitative data were collected from a variety of sources including observations of mentor trainings, teacher candidate lessons, and coaching conversations. Additional data sources included semi-structured interviews with mentors, teacher candidates, and the site coordinator. Analysis of data found that training may contribute to mentor understanding, but other factors matter too. The data also indicated that current training is insufficient at producing all desired mentor behaviors. With respect to the ways that mentors support teacher candidates, this study found that mentors play a multifaceted role, provide ongoing feedback, and employ various strategies during coaching conversations. This study found mentors help teacher candidates see their performance through the eyes of an experienced educator. Modeling and coaching helped teacher candidates improve. This study also suggests a positive, professional relationship between mentor/mentee and certain teacher candidate characteristics such as openness to feedback facilitate learning from a mentor.
ContributorsBorden, Ryen (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Rojas, Michelle (Committee member) / Arizona State University (Publisher)
Created2014
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Description
In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID

In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID Elective class, designed for students in the academic-middle. In the AVID Elective, students are supported in their efforts to attend four-year universities. A critical aspect of the AVID Elective class is the weekly implementation of AVID Tutorials, ideally led by trained college tutor/mentors.

The purpose of this action research study is to investigate support structures of AVID Tutors beyond the current tutor training system, in order to see how additional methods can contribute to continual improvement of the tutor training system. Findings from this study indicate that expanding current tutor-training practice to include a blended-learning, on-the-job model, might be beneficial for AVID Tutors and AVID Students.

Through a mixed methods action research study, both qualitative and quantitative data collection tools were employed to help understand the effect of additional tutor training supports. Interviews, tutor assignments, observations of tutorials, and pre- and post-tests provide the bulk of the data studied. Further, this study could provide critical information for key AVID stakeholders who seek to offer training to tutors in AVID.
ContributorsGarcia, Michael B (Author) / Kulinna-Hodges, Pamela (Thesis advisor) / Carlson, David (Committee member) / Johnston, Dennis (Committee member) / Arizona State University (Publisher)
Created2018
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Description
Although significant progress has been made in terms of LGBT rights in the United States, the topic has still remained one of the most prevalent and divisive issues in recent history. In Arizona, this prevalence and divisiveness has been illustrated through the state's civil rights and legislative history. Additionally, the

Although significant progress has been made in terms of LGBT rights in the United States, the topic has still remained one of the most prevalent and divisive issues in recent history. In Arizona, this prevalence and divisiveness has been illustrated through the state's civil rights and legislative history. Additionally, the importance of this issue is highlighted by the incidents of discrimination and bullying towards LGBT students in Arizona's schools. With this in mind, it was critical to conduct an exploratory historical analysis of LGBT rights in Arizona to better understand the recent history and current climate towards the LGBT community in the state. To explore this issue, the data consisted of reports on the fiscal impact of adopting LGBT-friendly policies, reports on LGBT health and well-being, reports on the school climate, court cases, pieces of legislation, opinion polls, news articles, and opinion pieces. This data on LGBT rights in Arizona was then codified, summarized, and analyzed using Axel Honneth's theory of recognition. Through the application of Honneth's theory to the data, it was possible to examine the history of recognition and misrecognition towards the LGBT community in Arizona. In total, there were six identifiable areas that emerged in which recognition and misrecognition exists: LGBT identity and well-being, marriage recognition, LGBT youth, rights and partner benefits, allies of the LGBT community, and opponents of LGBT rights. This project examined those areas through the lens of Arizona's history and provides insights into the current status of LGBT rights in Arizona.
ContributorsAhearne, Andrew Thomas (Author) / Carlson, David (Thesis director) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description

When discussing gay literature in the French, contemporary sphere, one of the most up
and coming and prominent authors is Édouard Louis. His works’ focus on the realism and
violence of the working class offers a critical and necessary perspective of the gay experience in
modern-day France. While recent in their creation, Louis’

When discussing gay literature in the French, contemporary sphere, one of the most up
and coming and prominent authors is Édouard Louis. His works’ focus on the realism and
violence of the working class offers a critical and necessary perspective of the gay experience in
modern-day France. While recent in their creation, Louis’ works follow a connecting thread that
is inseparable from other autofiction novels that have a narrator with same sex attractions such as
Annie Ernaux’s Ce qu’ils disent or rien and Didier Eribon’s Retour à Reims. Often commonly
discussed as French LGBT literature, these autofictional works that extend from Gide to Eribon
to now Louis demonstrate how the proposed societal dualities, limitations, and hierarchies
described by philosophers like Michel Foucault and Judith Butler affect homosexual
performativity. Louis’ first novel En finir avec Eddy Bellegueule, published on January 2, 2014,
offers another illustration of this analysis. It specifically describes the metaphysical
(metaphysical being the relationship between the outer stimuli and internal perspective) effects
and constraints of current poverty on homosexual performativity. By analyzing En finir avec
Eddy Bellegueule through this theoretical framework of power and poverty, this thesis adds a
theoretical and intersectional nuance to the narrative voice that current literature focusing on the
novel’s landscape mentions but does not reflect on. I argue that it is important to attach an
autofictional timeline that is necessary to promote and apply future ontological doctrines to this
genre.

ContributorsYanez, Mariano (Author) / Canovas, Frédéric (Thesis director) / Agruss, David (Committee member) / School of International Letters and Cultures (Contributor, Contributor, Contributor, Contributor) / Dean, The College of Liberal Arts and Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05