Matching Items (251)
Filtering by
- All Subjects: Educational leadership
- Creators: Arizona State University
![151681-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/151681-Thumbnail%20Image.png?versionId=3l1pYc5.mQcHJWu6So2RBwEzvoUaJBGn&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T170002Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=80d0be159eb6114c6dc6841a5582acf991f666e47aea2779397a5b433a9cd55c&itok=Qhw_wVJT)
Description
Using experience, observations, data, current research, and writings in the field of volunteer management, it was determined there was a need to study the effects of leadership/management practices on the productivity outcomes of a volunteer construction workforce. A simple wood bench that would be tiled and painted was designed to test the areas of Time, Waste, Quality, Safety, and Satisfaction of different volunteer groups. The challenge was bolstered by giving the teams no power tools and limited available resources. A simple design of experiment model was used to test highs and lows in the three management techniques of Instruction, Help, and Encouragement. Each scenario was tested multiple times. Data was collected, normalized and analyzed using statistical analysis software. A few significant findings were discovered. The first; the research showed that there was no significant correlation between the management practices of the leader and the satisfaction of the volunteers. The second; the research also showed when further analyzed into specific realistic scenarios that the organizations would be better to focus on high amounts of Help and Encouragement in order to maximize the productivity of their volunteer construction workforce. This is significant as it allows NPO's and governments to focus their attention where best suited to produce results. The results were shared and the study was further validated as "significant" by conducting interviews with experts in the construction nonprofit sector.
ContributorsPrigge, Diedrich (Author) / Sullivan, Kenneth (Thesis advisor) / Wiezel, Avi (Committee member) / Badger, William (Committee member) / Arizona State University (Publisher)
Created2013
![151913-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/151913-Thumbnail%20Image.png?versionId=2bO9HehFn1yNNjnztHwQf35knYe0Vxnz&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T170232Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=e119bbc013cd8c7b55a8ea1d90b516b87371615d0bd978db26ba522f640e0e2b&itok=qR7XXlpu)
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
![152039-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/152039-Thumbnail%20Image.png?versionId=astuHqWrieiCBPFID_biUKBQOYwLtxei&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T171009Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=e41154a48ab0787aaff7536c9cad4d172fa694b6780c38d6af166e7f0c0b9321&itok=2LgU3yAN)
Description
An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice. Video-based evidence has long been used in connection with teacher reflection and as the technology necessary to record video has become more readily available, video recordings have found an increasing presence in teacher observations. In addition, more and more schools are turning to mobile technology to help record evidence during teacher observations. Several mobile applications have been developed, which are designed to help instructional coaches, administrators, and teachers make the most of teacher observations. This study looked at the use of the DataCapture mobile application to record video-based evidence in teacher observations as part of an instructional coaching program in a large public school district in the Southwestern United States. Six instructional coaches and two teachers participated in interviews at the end of the study period. Additional data was collected from the DataCapture mobile application and from a survey of instructional coaches conducted by the school district in connection with its Title I programs. Results show that instructional coaches feel that using video-based evidence for teacher reflection is effective in a number of ways. Teachers who have experienced seeing themselves on video also felt that video-based evidence is effective at improving teacher reflection, while teachers who have not yet experienced seeing themselves on video displayed extreme apprehensiveness about being video recorded in the classroom. Instructional coaches felt the DataCapture mobile application was beneficial in teacher evaluation, but there were several issues that impacted the use of the mobile application and video-based evidence, including logistics, time requirements, and administrative support. The discussion focuses on recommendations for successfully using video-based evidence in an instructional coaching context, as well as some suggestions for other researchers attempting to study how video-based evidence impacts teachers' ability to reflect on their own teaching.
ContributorsShewell, Justin Reed (Author) / Bitter, Gary (Thesis advisor) / Dawson, Edwin (Committee member) / Blair, Heidi (Committee member) / Arizona State University (Publisher)
Created2013
![151988-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/151988-Thumbnail%20Image.png?versionId=f_OeOb1nK5eRYC6cQ3cFBgC9d4YbxNkb&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T171009Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=800f3f97ed704a988aed153072a86db5fb6599f9d4ecf94c7118b15980ff3314&itok=4x-hWGXI)
Description
Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher. Absence of a mentor teacher in the classroom leaves teachers with a deficit. This study follows ten teachers on the intern certificate enrolled in both an alternative certification teacher preparation program and the Teach for America organization as they pursue a master's degree in education and state teaching certification from a large southwestern university. The five randomly chosen for the treatment group and the control group contained 1 male and 4 female teachers, some of whom teach at public schools and others at charter schools. All were secondary education language arts teachers ranging in age from 22- 29. The treatment used in this study is a job-embedded, professional development, software tool designed to help teachers track their classroom practices called MyiLOGS. The purpose of this action research project was to study the effect using MyiLOGS had on six of the nine areas evaluated by a modified version of the Teacher Advancement Program evaluation rubric, alignment with Opportunity To Learn constructs, and the tool's influence on the efficacy of these first year teachers. The data generated from this study indicate that the MyiLOGS tool did have a positive effect on the teachers' TAP evaluation performances. Also, the MyiLOGS tool had a large impact on the teachers' instruction as measured by the constructs of Opportunity to Learn and their teaching self-efficacy. Implications suggested the tool was an asset to these teachers because they tracked their data, became more reflective, and self-sufficient.
ContributorsRoggeman, Pamela (Author) / Puckett, Kathleen (Thesis advisor) / Kurz, Alexander (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
![151817-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/151817-Thumbnail%20Image.png?versionId=lE9xjLfQtvIFVXbDgGCuCirAHJa2FZXO&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T171009Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=d80d921940c0bc07074dd89c79852408e5c24c30d9fde4bf4747196d86ab9ff3&itok=lcyAbWaH)
Description
This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback and support, an evaluation instrument centered on collective values and a shared vision for professional work, and an emphasis on teacher reflection and self-assessment. This mixed-methods study employs both qualitative and quantitative measures to provide an enriched understanding of the current problem and the impact of the change effort. Results suggest that TELAR 1) helps teachers re-define their role as professionals in their own evaluation, positively increasing perceptions of value, 2) promotes a culture of learning through a focus on shared values for professional work, a spirit of support and teamwork, and continuous improvement; and 3) empowers teachers to assess their own practice, self-diagnose areas for growth, and generate goals through a continuous process of feedback, reflection, conversation, and support. Implications for practice and future studies are presented.
ContributorsMusser, Stephanie (Author) / Zambo, Ronald (Thesis advisor) / Jiménez, Rosa (Committee member) / Harrington, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
![151822-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/151822-Thumbnail%20Image.png?versionId=gmAsd4ejaAyi0AGyp_fDc2fW49tBtEwV&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T171009Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=62a29abbc514a0ed517c37bd7f7ba2a5b358190ba1cc86b488f63f1421a317b9&itok=BkshMyfT)
Description
As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. The goal of the study was to determine if and how principals were able to accomplish their goals for their school. The principals' leadership styles were examined through a Vortex Leadership Framework that posited principals at the center of a vortex of varying leadership roles, interests, and external forces, including accountability, autonomy, and limited resources. Key findings included (a) high school principals' responsibilities now include selling change to their staff, (b) principals' accountability is limited more by district constraints than by state or federal accountability, (c) principals must contend with rigid one-size fits all accountability standards that do not always meet the needs of their students, and (d) principals' autonomy is tied to their resources, including funding for staffing and programs.
ContributorsBatsell, Holly (Author) / Powers, Jeanne M. (Thesis advisor) / Mccarty, Teresa (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2013
![151326-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/151326-Thumbnail%20Image.png?versionId=Ryg6FwJPTjA6cptM2Gm6Kv5eHgQ2GmNk&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T170015Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=1b200b93a1dbd5d692f2cb9df43bed705cc869f5297e1e6180b3e22f7c73af5a&itok=wffN1Ilp)
Description
The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No Child Left Behind Act that deal with parent involvement. The research study concluded that parents have community cultural wealth that contributes to the success of the students of engaged parents and that cultural responsive leadership assists principals with engaging parents in their schools. The research concludes that a gap exists between how parents and principals perceive and construct parent engagement versus what is prescribed in No Child Left Behind Act.
ContributorsConley, Loraine (Author) / Brayboy, Bryan (Thesis advisor) / Mccarty, Teresa (Committee member) / Scott, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
![151547-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/151547-Thumbnail%20Image.png?versionId=fXLH2VhhOsSbq9BkzkofaMoNipVahFkP&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T174551Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=0d4ae87e3d2cdb6bea270a75ca764dc02e94e67e40c3ca51f9af6270996aaa31&itok=Z9EqlYNy)
Description
An unrelenting need exists to improve literacy instruction in secondary schools in the United States. Reading scores, especially among minority and language minority students, as well as the economically disadvantaged, have not produced significant gains in recent years. The problem of low level reading skills in secondary grades is complicated to address, however, as many secondary teachers find themselves ill-equipped to deal with the challenges they face. Improving student achievement by integrating reading comprehension strategies into the freshman English curriculum was the ultimate goal of this innovation. A total of 15 freshman English language arts teachers and 30 freshman students participated in this 14 week action research study, which involved teaching explicit pre-, during-, and post-reading strategies during daily lessons at a large, urban high school in the Southwestern United States. Data were collected using a reading diagnostic test, focus group interviews with teachers, individual interviews with teachers and students, and teacher observations. Findings from the data suggest that professional development designed to infuse comprehension strategies through collaborative inquiry among English language arts teachers contributed to assisting students to perform better on reading diagnostic measures. Furthermore, the findings suggest that this method of professional development served to raise teachers' self-efficacy regarding literacy instruction, which, in turn, improved students' efficacy and performance as readers.
ContributorsWilliams, Jeffrey (Author) / Roe, Mary (Thesis advisor) / Weber, Catherine (Committee member) / Allen, Althe (Committee member) / Arizona State University (Publisher)
Created2013
![152535-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/152535-Thumbnail%20Image.png?versionId=Y9heuswS6aOMD.olkqrnReNcmidBM_B0&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T173047Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=1b3482702a4cb6a648a6e8a1208c66203d1a59788d8d49cd3b236bd9ff20de7a&itok=NM9hZvbd)
Description
Virtual Patient Simulations (VPS) are web-based exercises involving simulated patients in virtual environments. This study investigates the utility of VPS for increasing medical student clinical reasoning skills, collaboration, and engagement. Many studies indicate that VPS provide medical students with essential practice in clinical decision making before they encounter real life patients. The utility of a recursive, inductive VPS for increasing clinical decision-making skills, collaboration, or engagement is unknown. Following a design-based methodology, VPS were implemented in two phases with two different cohorts of first year medical students: spring and fall of 2013. Participants were 108 medical students and six of their clinical faculty tutors. Students collaborated in teams of three to complete a series of virtual patient cases, submitting a ballpark diagnosis at the conclusion of each session. Student participants subsequently completed an electronic, 28-item Exit Survey. Finally, students participated in a randomized controlled trial comparing traditional (tutor-led) and VPS case instruction methods. This sequence of activities rendered quantitative and qualitative data that were triangulated during data analysis to increase the validity of findings. After practicing through four VPS cases, student triad teams selected accurate ballpark diagnosis 92 percent of the time. Pre-post test results revealed that PPT was significantly more effective than VPS after 20 minutes of instruction. PPT instruction resulted in significantly higher learning gains, but both modalities supported significant learning gains in clinical reasoning. Students collaborated well and held rich clinical discussions; the central phenomenon that emerged was "synthesizing evidence inductively to make clinical decisions." Using an inductive process, student teams collaborated to analyze patient data, and in nearly all instances successfully solved the case, while remaining cognitively engaged. This is the first design-based study regarding virtual patient simulation, reporting iterative phases of implementation and design improvement, culminating in local theories (petite generalizations) about VPS design. A thick, rich description of environment, process, and findings may benefit other researchers and institutions in designing and implementing effective VPS.
ContributorsMcCoy, Lise (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Simon, Harvey (Committee member) / Arizona State University (Publisher)
Created2014
![152401-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/152401-Thumbnail%20Image.png?versionId=fmLdogbK_hP6RQpTTEw1gAUzBVcS9QN1&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240423/us-west-2/s3/aws4_request&X-Amz-Date=20240423T174551Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=a2cfbb1d6bd1756201548ddf131e40278cce549f57439687ec251626801fd510&itok=P7MMR5fm)
Description
ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as primary recipients of accountability sanctions, many teachers withdraw, "burn out," or leave the profession altogether. The present study is based on the premise that teachers are vital to student achievement, and that their perspectives and understandings are therefore a resource for educational reform especially in light of the accountability mandates under NCLB. With that premise as a starting point, this dissertation examines practicing urban teachers' experiences of accountability in culturally and linguistically diverse schools. To fulfill these goals, this qualitative study used individual and focus group interviews and observations with veteran elementary school teachers in an urban Southwestern public school district, to ascertain practices they perceive to be effective. The study's significance lies in informing stakeholders, researchers, and policymakers of practicing teachers' input on accountability mandates in diverse urban schools.
ContributorsGishey, Rhiannon L (Author) / Mccarty, Teresa L (Thesis advisor) / Fischman, Gustavo E (Committee member) / Ikeler, Susan (Committee member) / Arizona State University (Publisher)
Created2013