Matching Items (5)
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- All Subjects: Education (Higher)
- Creators: Buss, Ray R.
- Resource Type: Text
Description
The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model.
ContributorsRama, Rashmi (Author) / Gee, Elisabeth (Thesis advisor) / Buss, Ray R. (Committee member) / Mayes, Eric (Committee member) / Arizona State University (Publisher)
Created2019
Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description
As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University.
This action research project drew upon Vygotsky’s (1978) sociocultural theory and Bandura’s (1977) social cognitive theory. Specifically, the study was built on Vygotsky’s socially shared activities and Bandura’s concepts of modeling and providing opportunities to individuals to practice and attain mastery experiences. Knight et al.’s (2015) impact cycle of coaching served as the framework for the intervention in this study. This perspective was grounded in socially shared activities that included a clear model of the new learning and opportunities for instructors to practice implementing the new learning.
University instructors and teacher candidates participated in the study. A mixed method approach was used to gather data from instructors and teacher candidates. Quantitative data came from a survey that assessed three constructs: (a) knowledge, (b) use, and (c) self-efficacy of Stanford’s (2013) six principles for ELL instruction. Qualitative data were gathered in several ways. Instructor interviews focused on the coaching experiences, whereas teacher candidate interviews focused on knowledge and use of ELL principles. Additional qualitative data included reflective conversations with instructors and course assignments from teacher candidates.
Results suggested instructors gained in their knowledge, use, and self-efficacy of the six principles for ELL instruction, which they taught to their teacher candidate charges. As a result, teacher candidates increased their knowledge, use, and self-efficacy of the ELL principles. The interview data for teacher candidates was consistent with the survey data.
Results from this study highlighted the potential of coaching in higher education as a powerful approach to deliver professional development. Further, results suggested that infusing ELL instructional practices into content methods courses appeared to be a viable method to better prepare teacher candidates to work with ELL students.
This action research project drew upon Vygotsky’s (1978) sociocultural theory and Bandura’s (1977) social cognitive theory. Specifically, the study was built on Vygotsky’s socially shared activities and Bandura’s concepts of modeling and providing opportunities to individuals to practice and attain mastery experiences. Knight et al.’s (2015) impact cycle of coaching served as the framework for the intervention in this study. This perspective was grounded in socially shared activities that included a clear model of the new learning and opportunities for instructors to practice implementing the new learning.
University instructors and teacher candidates participated in the study. A mixed method approach was used to gather data from instructors and teacher candidates. Quantitative data came from a survey that assessed three constructs: (a) knowledge, (b) use, and (c) self-efficacy of Stanford’s (2013) six principles for ELL instruction. Qualitative data were gathered in several ways. Instructor interviews focused on the coaching experiences, whereas teacher candidate interviews focused on knowledge and use of ELL principles. Additional qualitative data included reflective conversations with instructors and course assignments from teacher candidates.
Results suggested instructors gained in their knowledge, use, and self-efficacy of the six principles for ELL instruction, which they taught to their teacher candidate charges. As a result, teacher candidates increased their knowledge, use, and self-efficacy of the ELL principles. The interview data for teacher candidates was consistent with the survey data.
Results from this study highlighted the potential of coaching in higher education as a powerful approach to deliver professional development. Further, results suggested that infusing ELL instructional practices into content methods courses appeared to be a viable method to better prepare teacher candidates to work with ELL students.
ContributorsThibault, Malissa (Author) / Buss, Ray R. (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Hansen, Taryl (Committee member) / Arizona State University (Publisher)
Created2017
Description
First-generation college students are an underrepresented group in terms of study
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
ContributorsRausch, Kyle (Author) / Puckett, Kathleen (Thesis advisor) / Lynch, Jacquelyn S (Committee member) / Smith, Sharon (Committee member) / Arizona State University (Publisher)
Created2017
Description
Incoming freshman at East Los Angeles College were struggling with successfully completing their first semester, leading to low rates of course success and retention. Students reported struggles with adapting to the culture of college, particularly with behaving like a college student and managing time. The purpose of this action research study was to determine if embedding a College Success Curriculum (CSC) into a required class would help students more successfully navigate the first semester. The CSC was embedded into the action-researcher's freshman composition class and covered the following concepts: appropriate classroom behavior, communication, time management, and organization. Quantitative data included retrospective pre-intervention and post-intervention survey data. Qualitative data included the researcher's journal and student-written journal entries. Findings from this study indicated that students learned to communicate via email and to prioritize their time, however, the CSC did not have a measurable effect on students’ behavior, time management, or organization. Course success and retention after receiving the CSC remained at previous years’ rates. There continues to be a need to assist freshmen students in these critical college skills, and perhaps adapt some of the strategies used in this project for future iterations.
ContributorsRyan Romo, Amanda J (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Buss, Ray R. (Committee member) / Jaramillo, Veronica (Committee member) / Arizona State University (Publisher)
Created2019