Matching Items (7)
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- All Subjects: Academic Achievement
- All Subjects: Education, Bilingual
- Creators: Appleton, Nicholas A.
- Creators: Fischman, Gustavo
Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
Description
This project offers an exploration of the constitution of English language learners (ELLs) in the state of Arizona as subjects of government through the discursive rationalities of rule that unfolded alongside the Flores v. Arizona case. The artifacts under consideration span the 22 years (1992-2014) of Flores' existence so far. These artifacts include published academic scholarship; Arizona's legislative documents and floor debate audio and video; court summaries, hearings, and decisions; and public opinion texts found in newspapers and online, all of which were produced in response to Flores. These artifacts lay bare but some of the discursive rationalities that have coagulated to form governable elements of the ELL student population--ways of knowing them, measuring them, regarding them, constituting them, and intervening upon them. Somehow, some way, students who do not speak English as their first language have become a social problem to be solved. ELLs are therein governed by rationalities of English language normalization, of enterprise, of entrepreneurship, of competition, of empowerment, and of success. In narrating rationalities of rule that appear alongside the Flores case, I locate some governmental strategies in how subjects conduct themselves and govern the conduct of others with the hope that seeing subject constitution as a work of thought and not a necessary reality will create a space for potentially unknown alternatives. Through this work, I'd like to make possible the hope of thinking data differently, rejecting superimposition of meaning onto artifact, being uncomfortable, uncertain, undefinitive, and surprised. With that, this work encourages potential paths to trod in the field of curriculum studies.
ContributorsThomas, Melinda Arlene Hollis (Author) / Carlson, David Lee (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Brass, Jory (Committee member) / Arizona State University (Publisher)
Created2014
Description
Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either Almost always, To a considerable degree, Occasionally, Seldom, or Never according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable (Almost always and To a considerable degree) and unfavorable (Occasionally, Seldom, and Never categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies.
ContributorsTom, Deborah F (Author) / Humphreys, Jere T. (Thesis advisor) / Spencer, Dee A. (Committee member) / Appleton, Nicholas A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate Yearly Progress (AYP) in school year 2009-10. The secondary focus of the study concentrated on the characteristics of the rural environment of the schools and what role, if any, school location might have contributed to AYP. Of the approximately 820 public schools in New Mexico, 42 (30%) of secondary schools designated as "rural" achieved AYP in 2009-10. 2 of the 42 secondary schools, were selected for the study. Tara High School and Twelve Oaks Middle School, located in separate New Mexico villages, were identified as achieving the AYP in the 2009-10 school year through demographic and statistical data collected primarily from the New Mexico Public Education Department. The location of the two rural secondary schools along with the willingness of their principals to participate met the research criteria for being a descriptive case study to define any causal relationships between leadership practices and rural settings that resulted in achieving the AYP for student achievement. The researcher conducted interviews regarding leadership with two rural school principals, twelve secondary teachers, and seven parents. There was no direct contact with students in the study. Additionally, the researcher conducted on-site observations of both schools and conducted an on-line leadership survey for principals of the two rural schools and an additional 8 principals for data purposes only. Among the 3 data sets, the researcher found that there was complete unanimity as to the common characteristics of high-achieving schools located in rural communities influencing student achievement: culture, motivation, instructional leadership, empowerment, school leadership, trust, and community involvement. The twelve teachers and seven parents were unanimous that the two principals maintained a positive demeanor, visibly demonstrated care, supported and openly dialogued with the teachers to make their own classroom decisions, maintained an open-door policy, and modeled professional behavior.
ContributorsIron Moccasin, Shawl D (Author) / Humphreys, Jere T. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Spencer, Dee A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
The presence of language minority students in American schools is a growing phenomenon in present-day times. In the year 2008, almost 11 million school-age children spoke a language other than English at home. Educational language policy is largely influenced by the attitudes that society holds regarding the presence of language minority speakers in the community. One of the sources of these attitudes is the written press. This research aimed at identifying and analyzing the ideologies that newspapers display in connection with language minority speakers. The underlying assumption of the study was that the English language occupies a dominant position in society, thus creating a power struggle in which speakers of other languages are disenfranchised. Using critical theory as the theoretical framework enabled the study to identify and oppose the ideologies that may reproduce and perpetuate social inequalities. The methodological approach used was critical discourse analysis (CDA) which aligns with the main tenets of critical theory, among them the need to uncover hidden ideologies. The analysis of articles from English-language (The Arizona Republic and the East Valley Tribune) and Spanish-language (La Prensa Hispana) newspapers allowed for the identification of the ideologies of the written press in connection to two main hypothetical constructs: education and immigration. The analysis of the results revealed that the three newspapers of the study held specific ideologies on issues related to the education of language minority students and immigration. Whereas the East Valley Tribune showed an overarching ideology connected to the opposition of immigrant students in schools, the hegemonic position of theEnglish language, and a belligerent stance toward the immigrant community, The Arizona Republic showed a favorable attitude to both English Language Learners and immigrants, based on reasons mainly related to the economic interest of the state of Arizona. La Prensa Hispana, on the other hand, showed ideologies favorable to the immigrant community based on humanitarianism. In summary, the results confirm that newspapers hold specific ideologies and that these ideologies are reflected in the content and the manner of their information to the public.
ContributorsGonzález-Carriedo, Ricardo (Author) / Ovando, Carlos (Thesis advisor) / Wiley, Terrence (Thesis advisor) / Fischman, Gustavo (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2012
Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
Over 150 years since the abolition of slavery, African Americans still lack equal access to education and other quality of life markers. However, a slow increase in African American students pursuing and obtaining higher education demonstrates the progress of African American academic success. Although still not at an equitable level, this progress, and the voices of success are often muted by the majoritarian narrative of African American student failure. This research focuses on African American student success and examines the specific socio-cultural characteristics and processes that shape the ways in which African American students develop their own counter-narratives to persist and gain access to higher education. This study utilizes narrative inquiry in the form of interviews, artifacts collection and student-drawn identity maps to understand the factors that influence the development of counter-narratives. The primary research questions included: What narratives did African American students tell themselves to help them persist in school, attain a high school diploma and pursue higher education? How did they develop their narratives? How did their narratives influence their educational experiences? Five African American students who attended an elite public university in the southwest United States participated in four to five interviews ranging from six to ten hours in total. Through the analysis of their stories, the importance of culture and context were clear. Specifically their social support systems including their parents, siblings, teachers and mentors, significantly influenced their identity development and human agency. The findings also point to a critical path forward: if society commits to supporting African American student success, then shine a light on stories of persistence and potential rather than shortcomings and failures.
ContributorsFreeman, Stacey Vicario (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016