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In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for

In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.
ContributorsSingh, Renu (Author) / Zambo, Debby (Thesis advisor) / Hansen, Cory (Committee member) / Snyder, Jan D (Committee member) / Arizona State University (Publisher)
Created2014
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Description
Federal mandates, such as, No Child Left Behind (NCLB) set high standards, but in reality did little to promote critical thinking instruction and learning in our nation's schools. Race to the Top is our nation's current attempt to improve education and thanks to this legislation there is now a set

Federal mandates, such as, No Child Left Behind (NCLB) set high standards, but in reality did little to promote critical thinking instruction and learning in our nation's schools. Race to the Top is our nation's current attempt to improve education and thanks to this legislation there is now a set of common core standards aimed at infusing critical thinking into the curriculum. Districts in Arizona are struggling to provide common core training to prepare teachers to teach these new, rigorous standards. This is a problem because teaching critical thinking is challenging. While grade level teams often get together, little time is devoted to create lessons that are focused on deep learning and little time is set aside to observe lessons and reflect on student engagement. One potential solution to this may be lesson study. Lesson study is a method of professional development that encourages teachers to reflect on their teaching through a cycle of collaborative lesson planning and observation. The lesson study cycle connects with the constructed nature of learning provided by Vygotsky Space. This action research was designed to explore how 10 fourth, fifth, and sixth grade teachers at a K-8 school in Arizona learned how to infuse critical thinking into their lessons. This study took place from July to November of 2011. A mixed methods approach was used to collect data. Quantitative measures included Likert-items on a survey and lesson plans scored with the district rubric. Qualitative measures included open-ended survey items, transcriptions of lesson debriefs, reflective learning logs, and the researcher's personal field notes. Data were analyzed separately and then triangulated to reduce bias. Findings from this study indicate that although it was challenging for the teachers, lesson study enabled them to successfully integrate critical thinking into their lesson plans. The process of lesson study increased the teachers' efficacy to create lessons, and it helped them understand how important critical thinking was for their students. The teachers also came to value the lesson study process as a positive approach to professional development. Based on these findings, implications are made, and further action research cycles suggested.
ContributorsLawlor, Leonor Aguilar (Author) / Zambo, Debby (Thesis advisor) / Hansen, Cory (Committee member) / Horn, Patty (Committee member) / Arizona State University (Publisher)
Created2012
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Description
Due to the push down of academics, today's elementary students are being asked to learn more concepts and sit for longer periods of time. Sitting slows thinking, whereas movement wakes up the brain. Using movement to learn is embodied cognition, or learning through both the body and the brain. Movement

Due to the push down of academics, today's elementary students are being asked to learn more concepts and sit for longer periods of time. Sitting slows thinking, whereas movement wakes up the brain. Using movement to learn is embodied cognition, or learning through both the body and the brain. Movement should be part of instruction for young students; however teachers are often not sure how to incorporate movement in their lesson plans. The Japanese practice of lesson study may help because it embeds teachers' new learning in their classrooms while intimately connecting it to the learning of their students, and it links with the cyclical, constructed theory of learning provided by Vygotsky Space. If teachers incorporate movement in their lessons, children have the potential to become more engaged and learn. This action research study was designed to understand if two first grade, two second grade, and one third grade teacher at a Title One elementary school in the Southwestern United States could learn how to use movement more during instruction through lesson study. This innovation took place for 14-weeks during which 12 lessons using movement were developed and taught. Data were collected prior to the study and during each portion of the cyclical process including, while teachers learned, during lessons using movement, and when lessons were discussed and changed. The data sources were pre and post teacher surveys, student surveys, observation protocols, lesson plans, transcripts of lesson study meetings, and researcher notes. To reduce bias a triangulated mixed methods design was used. Results indicate that through lesson study teachers were able to learn about movement, try it, observe the results, and adjust it to fit their teaching style and their students' needs. Data showed increased student engagement in lessons that incorporated movement as evidenced in the students' words, bodies, and learning. After participating in the study, the teachers realized they personally use movement to learn, and teachers' efficacy regarding their ability to plan movement in their lessons increased. Additionally, they started purposefully planning movement across their curriculum. Based on the results, further cycles
ContributorsLyding, Linnea (Author) / Zambo, Debby (Thesis advisor) / Hansen, Cory (Committee member) / Isai, Shelley (Committee member) / Arizona State University (Publisher)
Created2012
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Description

During the global COVID-19 pandemic in 2020, many universities shifted their focus to hosting classes and events online for their student population in order to keep them engaged. The present study investigated whether an association exists between student engagement (an individual’s engagement with class and campus) and resilience. A single-shot

During the global COVID-19 pandemic in 2020, many universities shifted their focus to hosting classes and events online for their student population in order to keep them engaged. The present study investigated whether an association exists between student engagement (an individual’s engagement with class and campus) and resilience. A single-shot survey was administered to 200 participants currently enrolled as undergraduate students at Arizona State University. A multiple regression analysis and Pearson correlations were calculated. A moderate, significant correlation was found between student engagement (total score) and resilience. A significant correlation was found between cognitive engagement (student’s approach and understanding of his learning) and resilience and between valuing and resilience. Contrary to expectations, participation was not associated with resilience. Potential explanations for these results were explored and practical applications for the university were discussed.

ContributorsEmmanuelli, Michelle (Author) / Jimenez Arista, Laura (Thesis director) / Sever, Amy (Committee member) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

We attempted to apply a novel approach to stock market predictions. The Logistic Regression machine learning algorithm (Joseph Berkson) was applied to analyze news article headlines as represented by a bag-of-words (tri-gram and single-gram) representation in an attempt to predict the trends of stock prices based on the Dow Jones

We attempted to apply a novel approach to stock market predictions. The Logistic Regression machine learning algorithm (Joseph Berkson) was applied to analyze news article headlines as represented by a bag-of-words (tri-gram and single-gram) representation in an attempt to predict the trends of stock prices based on the Dow Jones Industrial Average. The results showed that a tri-gram bag led to a 49% trend accuracy, a 1% increase when compared to the single-gram representation’s accuracy of 48%.

ContributorsBarolli, Adeiron (Author) / Jimenez Arista, Laura (Thesis director) / Wilson, Jeffrey (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05