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- All Subjects: Clarinet and piano music
Description
Despite the wealth of folk music traditions in Portugal and the importance of the clarinet in the music of bandas filarmonicas, it is uncommon to find works featuring the clarinet using Portuguese folk music elements. In the interest of expanding this type of repertoire, three new works were commissioned from three different composers. The resulting works are Seres Imaginarios 3 by Luis Cardoso; Delirio Barroco by Tiago Derrica; and Memória by Pedro Faria Gomes. In an effort to submit these new works for inclusion into mainstream performance literature, the author has recorded these works on compact disc. This document includes interview transcripts with each composer, providing first-person discussion of each composition, as well as detailed biographical information on each composer. To provide context, the author has included a brief discussion on Portuguese folk music, and in particular, the role that the clarinet plays in Portuguese folk music culture.
ContributorsFerreira, Wesley (Contributor) / Spring, Robert S (Thesis advisor) / Bailey, Wayne (Committee member) / Gardner, Joshua (Committee member) / Hill, Gary (Committee member) / Schuring, Martin (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- and post-unit surveys, in combination with student assignment scores, were complied and examined to reveal a weakness in academic habits and computer literacy skills associated with 21st century learning. The study results support literature review findings of a breach between high school 21st century skill levels and collegiate level necessities. With these findings, it is suggested that instructors become choice architects, giving them the unique ability to nudge high school policy makers and students towards identifying the gaps between the analog and digital worlds of academia, generating more successful students as they transition to university online courses.
ContributorsHorn, Timothy (Author) / Patel, Mookesh (Thesis advisor) / Giard, Jacques (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
The State of Arizona mandates that students with superior intellect or abilities, or identified gifted students, receive appropriate gifted education and services in order to achieve at levels commensurate with their intellect and abilities. Additionally, the State of Arizona adopted the Arizona College and Career Ready Standards (AZCCRS) initiative. This investigation explores if, according to the perceptions of gifted educators, the AZCCRS support a gifted mathematic curriculum and pedagogy at the elementary level which is commensurate with academic abilities, potential, and intellect of these mathematically gifted students, what the relationships are between exemplary gifted curriculum and pedagogy and the AZCCRS, and exactly how the gifted education specialists charged with meeting the academic and intellectual needs and potential of their gifted students interpret, negotiate, and implement the AZCCRS.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
ContributorsDohm, Dianna (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examined the enactment of a high school district's college-going mission. Treating mission enactment as a case of policy implementation, this study used the lens of complexity theory to understand how system actors and contexts influenced variation and adaptation. Data collection methods included observations, interviews, focus groups, and surveys of various system actors including district staff, principals, counselors, teachers, and students. This study used a mixed methods analytic inductive technique and Social Network Analysis to describe the mission's implementation. Findings reflect that the mission was a vaguely defined value statement; school staff reacted to the mission with limited buy-in and confusion about what it really meant in practice. The mission lacked clear boundaries of what constituted related programs or policies. Consequently, in this site-based district, schools unevenly implemented related programs and policies. School staff wanted more guidance from district staff and clear expectations for mission-related actions. To help meet this need, the district was moving to a more centralized, hierarchical approach. Though they were providing information about the mission, district staff were not providing specific, responsive support to organize school staff's efforts around implementation. District staff were trying to find an approach that both supported schools towards a common vision and provided flexibility for school-level adaptations. Yet, the district had not yet fully formed its position as a facilitator of implementation. Further, as the district lacked a cohesive measurement system, the effectiveness of this initiative was unknown. This study sought to present policy implementation as varied phenomenon, influenced by system actors and conditions. Findings suggest that while policy cannot determine actions, district staff could help create conditions that would support implementation.
ContributorsDunn, Lenay Danielle (Author) / Berliner, David (Thesis advisor) / Danzig, Arnold (Committee member) / Smith, Mary Lee (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsBurton, Charlotte (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-08
Description
Many educators believe that the path to a better future is a college education. Initiatives that promote college-going cultures are quite commonplace in many public high schools with some offering elective college-prep support programs like Advancement Via Individual Determination (AVID). Yet, certain groups of students are not taking advantage of these opportunities. In the initial AVID sections at a metropolitan high school in the American Southwest, the girls out-numbered the boys 2:1, and the Hispanic girls outnumbered the Hispanic boys by almost 3:1. The purpose of this study was to uncover some of the factors that influenced five Hispanic males' participation, or lack thereof, in AVID, and the ways in which those factors connected to their masculine identities. What the participants say about what influenced them to be involved, or not, in the program is reported. Some themes revealed in the interviews include how the participants' scholar identity is connected to their masculine identity, how they balance their "coolness" quotient with their desires to achieve academic success, how they depend on personal relationships and collaboration, and how their families and communities have influenced them. This information may lead to the development of strategies that will increase future representation of Hispanic males in similar programs.
ContributorsGlenn, Kathleen (Kathleen Denise) (Author) / Marsh, Josephine (Thesis advisor) / Barone, Thomas (Committee member) / Cohn, Sanford (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsDruesedow, Elizabeth (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-07
Description
National and state education reforms are centered on developing higher academic expectations and standards to ensure students transitions into postsecondary options, college and career ready. What does this national emphasis signify for urban school districts that are educating a significant proportion of first-generation students and that struggle to produce students ready for the rigor of postsecondary education without remediation? Framed within Karl Weick's (1976) theoretical framework of loose coupling organizational theory, this qualitative study examined the implementation of the pseudonymous ABC High School District college readiness education reform initiative through the lens of district-wide system actors, which included district leadership, school-level implementers and the students as the intended beneficiaries. ABC High School District is the largest non-unified urban school district in a large metropolitan area in the Southwestern United States. I focused specifically on two implementation sites: Blue Sky and Desert Flower High Schools. The system actors expounded on their knowledge and understanding of how they perceived the implementation of the initiative, their interpretations of the district's new policy and initiative, and how this initiative guided their practices based on their respective roles. The findings included the four major themes of (a) building capacity of the actors, (b) communication, (c) policy and politics, and (d) academic rigor and high expectations. Two additional findings specific to counselors and students were also revealed. The counselor-specific experiences revealed the changes in their roles that have created confusion among school staff and their growing responsibilities that may impede the progress of the district initiative. The student-descriptions suggest their knowledge about college and career planning, challenges, and their academic preparedness to successfully transition to a postsecondary institution.
ContributorsFranco, Antonia O (Author) / Mccarty, Teresa (Thesis advisor) / Powers, Jeanne (Committee member) / Gonzalez, Deborah (Committee member) / Arizona State University (Publisher)
Created2012
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
In 2010, the Arizona Legislature established a performance-based diploma initiative known as Move On When Ready (MOWR). The policy relies on an education model designed to evaluate students' college and career readiness by measuring their academic ability to succeed in the first credit-bearing course in community college. Move On When Ready is a structurally oriented, qualification system that attempts to attain a relatively narrow goal: increase the number of students able to successfully perform at a college-level academic standard. By relying on a set of benchmarked assessments to measure success and failure, MOWR propagates a categorical binary. The binary establishes explicit performance criteria on a set of examinations students are required to meet in order to earn a high school qualification that, by design, certifies whether students are ready or not ready for college.
This study sought to reveal how students’ perceptions of the policy and schooling in general affect their understanding of the concept of college readiness and the college readiness binary and to identify factors that help formulate those perceptions. This interpretivist, qualitative study relied on analysis of multiple face-to-face interviews with students to better understand how they think and act within the context of Move On When Ready, paying particular attention to students from historically vulnerable minority subgroups (e.g., the Latina (a)/Hispanic sub-population) enrolled in two schools deploying the MOWR strategy.
Findings suggest that interviewed students understand little about MOWR's design, intent or implications for their future educational trajectories. Moreover, what they believe is generally misinformed, regardless of aspiration, socio-cultural background, or academic standing. School-based sources of messaging (e.g., teachers and administrators) supply the bulk of information to students about MOWR. However, in these two schools, the flow of information is constricted. In addition, the information conveyed is either distorted by message mediators or misinterpreted by the students. The data reveal that formal and informal mediators of policy messages influence students’ engagement with the policy and affect students’ capacity to play an active role in determining the policy’s effect on their educational outcomes.
This study sought to reveal how students’ perceptions of the policy and schooling in general affect their understanding of the concept of college readiness and the college readiness binary and to identify factors that help formulate those perceptions. This interpretivist, qualitative study relied on analysis of multiple face-to-face interviews with students to better understand how they think and act within the context of Move On When Ready, paying particular attention to students from historically vulnerable minority subgroups (e.g., the Latina (a)/Hispanic sub-population) enrolled in two schools deploying the MOWR strategy.
Findings suggest that interviewed students understand little about MOWR's design, intent or implications for their future educational trajectories. Moreover, what they believe is generally misinformed, regardless of aspiration, socio-cultural background, or academic standing. School-based sources of messaging (e.g., teachers and administrators) supply the bulk of information to students about MOWR. However, in these two schools, the flow of information is constricted. In addition, the information conveyed is either distorted by message mediators or misinterpreted by the students. The data reveal that formal and informal mediators of policy messages influence students’ engagement with the policy and affect students’ capacity to play an active role in determining the policy’s effect on their educational outcomes.
ContributorsSilver, Michael Greg (Author) / Berliner, David C. (Thesis advisor) / Fischman, Gustavo (Committee member) / Amrein-Beardsley, Audrey (Committee member) / Arizona State University (Publisher)
Created2015