Matching Items (7)
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- All Subjects: Limited English-proficient students
- All Subjects: Comparative Education
- Creators: Sloane, Finbarr
- Creators: Allen, Angela
- Creators: Arias, Beatriz
- Status: Published
Description
In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers to receive a minimum of four hours of instruction in discrete language skills with no contextual or native language support. Furthermore, ELD is separate from content-area instruction, meaning that language and mathematics are taught as two separate entities. While educators and researchers have begun to examine the organizational structure of the 4-hour block curriculum and implications for student learning, there is much to be understood about the extent to which this policy impacts ELLs opportunities to learn mathematics. Using ethnographic methods, this dissertation documents the beliefs and practices of four Arizona teachers in an effort to understand the relationship between language policy and teacher beliefs and practice and how together they coalesce to form learning environments for their ELL students, particularly in mathematics. The findings suggest that the 4-hour block created disparities in opportunities to learn mathematics for students in one Arizona district, depending on teachers' beliefs and the manner in which the policy was enacted, which was, in part, influenced by the State, district, and school. The contrast in cases exemplified the ways in which policy, which was enacted differently in the various classes, restricted teachers' practices, and in some cases resulted in inequitable opportunities to learn mathematics for ELLs.
ContributorsLlamas-Flores, Silvia (Author) / Middleton, James (Thesis advisor) / Battey, Daniel (Committee member) / Sloane, Finbarr (Committee member) / Macswan, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study investigated the current state of the U.S. and Chinese urban middle school math teachers' pedagogical content knowledge (PCK) for the topic of functions. A comparative, descriptive case study was employed to capture the PCK of 23 teachers in Arizona and of 28 teachers in Beijing, regarding their instructional knowledge, understanding of student thinking and curricular knowledge--three key components based on Shulman's conceptualization of PCK--related to functions. Cross-case comparisons were used to analyze the PCK of teacher groups across countries and socio-economic statuses (SES), based on the questionnaire, lesson plan, and interview data.
This study finds that despite cultural differences, teachers are likely to share some commonalities with respect to their instructional decisions, understanding of student thinking and curricular knowledge. These similarities may reflect the convergence in teaching practice in the U.S. and China and the dedication the two countries make in improving math education. This study also finds the cross-country differences and cross-SES differences regarding teachers' PCK. On the one hand, the U.S. and Chinese math teachers of this study tend to diverge in valuing different forms of representations, explaining student misconceptions, and relating functions to other math topics. Teachers' own understanding of functions (and mathematics), standards, and high-stakes testing in each country significantly influence their PCK. On the other hand, teachers from the higher SES schools are more likely to show higher expectations for and stronger confidence in their students' mathematical skills compared to their counterparts from the lower SES schools. Teachers' differential beliefs in students' ability levels significantly contribute to their differences between socio-economic statuses.
This study finds that despite cultural differences, teachers are likely to share some commonalities with respect to their instructional decisions, understanding of student thinking and curricular knowledge. These similarities may reflect the convergence in teaching practice in the U.S. and China and the dedication the two countries make in improving math education. This study also finds the cross-country differences and cross-SES differences regarding teachers' PCK. On the one hand, the U.S. and Chinese math teachers of this study tend to diverge in valuing different forms of representations, explaining student misconceptions, and relating functions to other math topics. Teachers' own understanding of functions (and mathematics), standards, and high-stakes testing in each country significantly influence their PCK. On the other hand, teachers from the higher SES schools are more likely to show higher expectations for and stronger confidence in their students' mathematical skills compared to their counterparts from the lower SES schools. Teachers' differential beliefs in students' ability levels significantly contribute to their differences between socio-economic statuses.
ContributorsZou, Hui (Author) / Fischman, Gustavo (Thesis advisor) / Berliner, David (Committee member) / Sloane, Finbarr (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and how the relationship between a coach and teacher affects understanding of and classroom practice with a specific population of students. The research questions were (a) How can coaching support implementation of professional development goals over traditional development activities as reported by the teacher, coach and administrator? (b) What is the relationship between the coach and teacher? (c) How does the coaching process relate to self- reported coach and teacher knowledge of instruction and practice in the ELL context? I used a qualitative approach to gather data through classroom observations and in-depth interviews. The 17 participants came from Title 1 elementary schools with high ELL populations located in the central and west valley of Phoenix, Arizona. I analyzed the data deductively then coded and categorized participant responses in relation to the literature on professional development and coaching. The findings indicated that those involved perceived embedded coaching as an effective component of professional development. What I have now termed based on my study as Professional Development Praxis (PPD). They agreed that with a structured system of coaching in place, both teachers and coaches increased their knowledge of how to best instruct ELLs as well as enhanced their ability to put research-based strategies into classroom practice. The recommendation of this study is that districts, schools and professional developers provide training and support for educators in a meaningful, effective and student centered way. Professional development were educators are provided knowledge about ELLs, opportunities for practice of what they are learning in and out of training sessions and on-going collaboration and support as they work with their students. It is the job of everyone involved in the system to better prepare educators to meet the critical needs of students who come to school with specific linguistic and academic needs.
ContributorsCastillo, Melissa J (Author) / Garcia, Eugene (Thesis advisor) / Arias, Beatriz (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2012
Description
The primary purpose of this study is to examine the effect of knowledge for teaching mathematics and teaching practice on student mathematics achievement growth. Thirty two teachers and 299 fourth grade students in three elementary schools from one school district in urban area participated in the study. Most of them are Hispanic in origin and about forty percent is English Language Learners (ELLs). The two level Hierarchical Linear Model (HLM) was used to investigate repeated measures of teaching practice measured by Classroom Assessment Scoring System (CLASS) instrument. Also, linear regression and a multiple regression to examine the relationship between teacher knowledge measured by Learning for Mathematics Teaching (LMT) and Developing Mathematical Ideas (DMI) items and teaching practice were employed. In addition, a three level HLM was employed to analyze repeated measures of student mathematics achievement measured by Arizona Assessment Consortium (AzAC) instruments. Results showed that overall teaching practice did not change weekly although teachers' emotional support for their students improved by week. Furthermore, a statistically significant relationship between teacher knowledge and teaching practice was not found. In terms of student learning, ELLs have significantly lower initial status in mathematics achievement than non-ELLs, as were growth rates for these two groups. Lastly, teaching practice significantly predicted students' monthly mathematics achievement growth but teacher knowledge did not. The findings suggest that school systems and education policy makers need to provide teachers with the chance to reflect on their teaching and change it within themselves in order to better support student mathematics learning.
ContributorsKim, Seong Hee (Author) / Sloane, Finbarr (Thesis advisor) / Middleton, James (Committee member) / Flores, Alfinio (Committee member) / Arizona State University (Publisher)
Created2012
Description
I conducted a qualitative, comparative study on the nursing education systems in the United Kingdom and the United States, focusing on two universities—Arizona State University in Phoenix, Arizona and Leeds Beckett University in Leeds, England. The goals of my thesis included comparing the educational, economic, and cultural aspects of the countries and how those aspects impact nursing students on both sides of the pond. The educational and economic aspects were compared by utilizing existing literature and open data sources such as the university websites and publications from comparative education journals, while the cultural differences were evaluated by conducting short, one-on-one interviews with students enrolled in the Adult Health courses at both universities. The findings from the interviews were transcribed and coded, and findings from the sites were compared. While there is an extensive amount of research published regarding comparative education, there has not been much published comparing these developed countries. While there is a significant difference in the structure and cost of the nursing programs, there are more similarities than differences in culture between nursing students interviewed in the US and those interviewed in the UK.
ContributorsTahiliani, Shreja (Author) / Hagler, Debra (Thesis director) / Allen, Angela (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis study describes English Language Learner (ELL) participation practices in a summer English language development (ELD) middle school classroom in a public school district in Arizona. The purpose of the study was to document Mexican immigrant and Mexican American English learners' language experiences in a prescriptive ELD program in relation to the social, historical and cultural context. The study utilizes a sociocultural framework and critical language awareness concepts as well as qualitative interpretive inquiry to answer the following research questions: What is the nature of ELL participation during language lessons? That is, what are the common participation practices in the classroom? What social or cultural values or norms are evident in the classroom talk during language lessons? That is, in what ways do participants use language for social purposes? And, what is the cultural model of ELD evident in the classroom language practices? Data collection and analyses consisted of close examination of ELL participation within official language lessons as well as the social uses of language in the classroom. Analysis of classroom discourse practices revealed that ELL participation was heavily controlled within the common Initiation-Response-Evaluation pattern and that the students were limited to repetition and recitation responses. Further, analysis of discourse content demonstrated that classroom participants used language for social purposes in the classroom, most often using regulatory, decontextualized and resistance language. The findings revealed a cultural model of constrained ELD language practices that can be considered a pedagogy of subtractive assimilation.
ContributorsMartinez, Theresa (Author) / Powers, Jeanne M. (Thesis advisor) / Arias, Beatriz (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2010
Description
Minority mental health patients face many health inequities and inequalities that may stem from implicit bias and a lack of cultural awareness from their healthcare providers. I analyzed the current literature evaluating implicit bias among healthcare providers and culturally specific life traumas that Latinos and African Americans face that can impact their mental health. Additionally, I researched a current mental health assessments tool, the Child and Adolescent Trauma Survey (CATS), and evaluated it for the use on Latino and African American patients. Face-to-face interviews with two healthcare providers were also used to analyze the CATS for its’ applicability to Latino and African American patients. Results showed that these assessments were not sufficient in capturing culturally specific life traumas of minority patients. Based on the literature review and analysis of the interviews with healthcare providers, a novel assessment tool, the Culturally Traumatic Events Questionnaire (CTEQ), was created to address the gaps that currently make up other mental health assessment tools used on minority patients.
ContributorsAldana, Lauren Michelle (Author) / Sullivan-Detheridge, Julie (Thesis director) / Allen, Angela (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05