Matching Items (2)
Filtering by
- All Subjects: Complexity
- Creators: Helmrich, Alysha Marie
Description
Students may be situated within complex systems that are nested within each other. This complexity may also envelope institutional structures that lead to the socio-economic reification of student post-secondary opportunities by obscuring positive goals. This may be confounded by community misunderstandings about the changed world that students are entering. These changes include social and economic factors that impact personal and economic freedoms, our ability to live at peace, and the continuing trend of students graduating high school underprepared.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
ContributorsLoescher, Shawn Thomas (Author) / Mertler, Craig A. (Thesis advisor) / Jordan, Michelle E. (Committee member) / Moore, R. V. (Committee member) / Arizona State University (Publisher)
Created2018
Description
Traditional infrastructure design approaches were born with industrialization. During this time the relatively stable environments allowed infrastructure systems to reliably provide service with networks designed to precise parameters and organizations fixated on maximizing efficiency. Now, infrastructure systems face the challenge of operating in the Anthropocene, an era of complexity. The environments in which infrastructure systems operate are changing more rapidly than the technologies and governance systems of infrastructure. Infrastructure systems will need to be resilient to navigate stability and instability and avoid obsolescence. This dissertation addresses how infrastructure systems could be designed for the Anthropocene, assessing technologies able to operate with uncertainty, rethinking the principles of technology design, and restructuring infrastructure governance. Resilience, in engineering, has often been defined as resistance to known disturbances with a focus on infrastructure assets. Resilience, more broadly reviewed, includes resistance, adaptation, and transformation across physical and governance domains. This dissertation constructs a foundation for resilient infrastructure through an assessment of resilience paradigms in engineering, complexity and deep uncertainty (Chapter 2), ecology (Chapter 3), and organizational change and leadership (Chapter 4). The second chapter reconciles frameworks of complexity and deep uncertainty to help infrastructure managers navigate the instability infrastructure systems face, with a focus on climate change. The third chapter identifies competencies of resilience in infrastructure theory and practice and compares those competencies with ‘Life’s Principles’ in ecology, presenting opportunities for growth and innovation in infrastructure resilience and highlighting the need for satisficed (to satisfy and suffice) solutions. The fourth chapter navigates pressures of exploitation and exploration that infrastructure institutions face during periods of stability and instability, proposing leadership capabilities to enhance institutional resilience. Finally, the dissertation is concluded with a chapter synthesizing the previous chapters, providing guidance for alternative design approaches for advancing resilient infrastructure. Combined, the work challenges the basic mental models used by engineers when approaching infrastructure design and recommends new ways of doing and thinking for the accelerating and increasingly uncertain conditions of the future.
ContributorsHelmrich, Alysha Marie (Author) / Chester, Mikhail V (Thesis advisor) / Grimm, Nancy B (Committee member) / Garcia, Margaret (Committee member) / Meerow, Sara (Committee member) / Arizona State University (Publisher)
Created2021