Matching Items (3)
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- All Subjects: English language
- Creators: Carlson, David L.
Description
This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks.
ContributorsBasham, Melody (Author) / Carlson, David L. (Thesis advisor) / Jordan, Michelle (Committee member) / LePore, Paul (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study is a philosophical genealogy of the term “student engagement” as it has appeared in composition studies. It attempts to account for the fact that student engagement has become something of a virtue in educational and composition studies, despite the fact that the term is problematic due its lack of definitional clarity and circular understanding of pedagogy (explained in greater detail in chapter two). Inspired by Foucault, this study employs a genealogical analytic to create a counterhistory of student engagement, suggesting that its principles have existed long before educational theorists coined the term, tracing its practices back to the 1940s in composition studies. Far from being the humanistic and student-centered practice that it is commonly viewed as, this study situates student engagement practices as emerging from various discursive and political desires
eeds, especially as a way to ideologically counter the rise of Nazism and fascism in pre-World War 2 Europe; in short, rather than evolving out of best practices in education, the concept of student engagement emerged out of an intersection of educational, psychological, and even medical prescriptions set against a specific political backdrop. This study also examines the ways that power dynamics shift and teacher-/student-subjects occupy new roles as engagement becomes a prominent force on the pedagogical landscape, addressing specifically the ways teachers and their assignments enact a disciplinary and pastoral function, all with the intent of molding students into interested, interesting, and democratic subjects. This study closes by considering some of the implications of this new understanding of engagement, and suggests potential directions for the term as well as abandoning the term altogether.
eeds, especially as a way to ideologically counter the rise of Nazism and fascism in pre-World War 2 Europe; in short, rather than evolving out of best practices in education, the concept of student engagement emerged out of an intersection of educational, psychological, and even medical prescriptions set against a specific political backdrop. This study also examines the ways that power dynamics shift and teacher-/student-subjects occupy new roles as engagement becomes a prominent force on the pedagogical landscape, addressing specifically the ways teachers and their assignments enact a disciplinary and pastoral function, all with the intent of molding students into interested, interesting, and democratic subjects. This study closes by considering some of the implications of this new understanding of engagement, and suggests potential directions for the term as well as abandoning the term altogether.
ContributorsCruz, Joshua Michael (Author) / Carlson, David L. (Thesis advisor) / Graham, Steven (Committee member) / Goggin, Maureen D. (Committee member) / Hanna, Mark (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017