Matching Items (4)
Description
Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.
ContributorsBohac, Genevieve (Author) / Wodrich, David L (Thesis advisor) / Lavoie, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
This survey of 206 forensic psychologists tested the “filtering” effects of preexisting expert attitudes in adversarial proceedings. Results confirmed the hypothesis that evaluator attitudes toward capital punishment influence willingness to accept capital case referrals from particular adversarial parties. Stronger death penalty opposition was associated with higher willingness to conduct evaluations for the defense and higher likelihood of rejecting referrals from all sources Conversely, stronger support was associated with higher willingness to be involved in capital cases generally, regardless of referral source. The findings raise the specter of skewed evaluator involvement in capital evaluations, where evaluators willing to do capital casework may have stronger capital punishment support than evaluators who opt out, and evaluators with strong opposition may work selectively for the defense. The results may provide a partial explanation for the “allegiance effect” in adversarial legal settings such that preexisting attitudes may contribute to partisan participation through a self-selection process.
ContributorsNeal, Tess M.S. (Author, Designer, Analyst)
Created2016-04-28
Description
Studies of discourse are prevalent in mathematics education, as are investigations on facilitating change in instructional practices that impact student attitudes toward mathematics. However, the literature has not sufficiently addressed the operationalization of the commognitive framework in the context of Calculus I, nor considered the inevitable impact on students’ attitudes of persistence, confidence, and enjoyment of mathematics. This study presents an innovation, founded, designed, and implemented, utilizing four frameworks. The overarching theory pivots to commognition, a theory that asserts communication is tantamount to thinking. Students experienced a Calculus I class grounded on four frames: a theoretical, a conceptual, a design pattern, and an analytical framework, which combined, engaged students in discursive practices. Multiple activities invited specific student actions: uncover, play, apply, connect, question, and realize, prompting calculus discourse. The study exploited a mixed-methods action research design that aimed to explore how discursive activities impact students’ understanding of the derivative and how and to what extent instructional practices, which prompt mathematical discourse, impact students’ persistence, confidence, and enjoyment of calculus.
This study offers a potential solution to a problem of practice that has long challenged practitioners and researchers—the persistence of Calculus I as a gatekeeper for Science, Technology, Engineering, and Mathematics (STEM). In this investigation it is suggested that Good and Ambitious Teaching practices, including asking students to explain their thinking and assigning group projects, positively impact students’ persistence, confidence, and enjoyment. Common calculus discourse among the experimental students, particularly discursive activities engaging word use and visual representations of the derivative, warrants further research for the pragmatic utility of the fine grain of a commognitive framework. For researchers the work provides a lens through which they can examine data resulting from the operationalization of multiple frameworks working in tandem. For practitioners, mathematical objects as discursive objects, allow for classrooms with readily observable outcomes.
ContributorsChowdhury, Madeleine Perez (Author) / Judson, Eugene (Thesis advisor) / Buss, Ray (Committee member) / Reinholz, Daniel (Committee member) / Arizona State University (Publisher)
Created2022
Description
Balancing conservation goals and needs of local residents is always challenging. While some believe protected areas are a safe paradise for wildlife, others suggest that it is shortsighted to ignore the social and economic challenges faced by people who live adjacent to protected areas when addressing conservation objectives. This dissertation explores the link between biodiversity conservation and environmental education programs (EEPs) administered to residents of buffer zones adjacent to three protected areas in the Terai Arc Landscape, Nepal. Using surveys and interviews, this study examined 1) the influence of EEPs on attitudes of local people toward biodiversity conservation; 2) the influence of EEPs on conservation behavior; 3) the responses toward biodiversity conservation of local people residing in buffer zones who have received different levels of EEPs; and 4) the effect of EEPs on wildlife populations within adjacent protected areas. Local people who had participated in EEPs and attended school were more likely to express a positive attitude toward conservation goals than participants who had not participated in EEPs or had the opportunity to attend school. Participation in EEPs and level of education favored expressed behavior toward conservation goals, such as making contributions for conservation or supporting anti-poaching patrols. However, EEP participants and non-participants were equally likely to engage in activities that were at odds with positive conservation behavior, such as collecting fuel wood or killing wildlife to protect their farm or feed their families. A direct comparison of EEPs given by schools versus non-government organizations showed that EEPs were largely ineffective in promoting positive conservation attitudes and behaviors. Despite heavy poaching of charismatic species such as the greater one-horned rhinoceros or tiger over past decades, Nepal recently celebrated ‘zero poaching years’ in 2011 and 2013, largely due to increased anti-poaching enforcement. The relationship between EEPs and the decline in poaching is unclear, although local officials all claimed that EEPs played an important role. These results indicate that current administration of EEPs in Terai buffer zone communities is inadequate, while also providing evidence that properly administrated EEPs may become a valuable investment for these protected areas to achieve long-term success.
ContributorsShrestha, Samridhi (Author) / Smith, Andrew T. (Thesis advisor) / Minteer, Ben (Committee member) / Pearson, David (Committee member) / Nyaupane, Gyan (Committee member) / Budruk, Megha (Committee member) / Arizona State University (Publisher)
Created2015