Matching Items (83)
Improving Arizona English language learners' mathematics achievement using curriculum-based measures
Description
ABSTRACT
This study was an investigation of the effectiveness of curriculum-based measures (CBMs) on the math achievement of first and second grade English Language Learners (ELL). The No Child Left Behind Act (NCLB) of 2001 led to a new educational reform, which identifies and provides services to students in need of academic support based on English language proficiency. Students are from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency. NCLB intended to lead as to improvement in the quality of the United States educational system.
Four classes from the community of Kayenta, Arizona in the Navajo Nation were randomly assigned to control and experimental groups, one each per grade. All four classes used the state-approved, core math curriculum, but one class in each grade was provided with weekly CBMs for an entire school year that included sample questions developed from the Arizona Department of Education performance standards. The CBMs contained at least one question from each of the five math strands: number and operations, algebra, geometry, measurement, and data and probability.
The NorthWest Evaluation Assessment (NWEA) served as the pretest and posttest for all four groups. The SAT 10 (RIT scores) math test, administered near the time of the pretest, served as the covariate in the analysis. Two analysis of covariance tests revealed no statistically significant treatment effects, subject gender effects, or interactions for either Grade 1 or Grade 2. Achievement levels were relatively constant across both genders and the two grade levels.
Despite increasing emphasis on assessment and accountability, the achievement gaps between these subpopulations and the general population of students continues to widen. It appears that other variables are responsible for the different achievement levels found among students. Researchers have found that teachers with math certification, degrees related to math, and advanced course work in math leads to improved math performance over students of teachers who lack those qualifications. The design of the current study did not permit analyses of teacher or school effects.
This study was an investigation of the effectiveness of curriculum-based measures (CBMs) on the math achievement of first and second grade English Language Learners (ELL). The No Child Left Behind Act (NCLB) of 2001 led to a new educational reform, which identifies and provides services to students in need of academic support based on English language proficiency. Students are from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency. NCLB intended to lead as to improvement in the quality of the United States educational system.
Four classes from the community of Kayenta, Arizona in the Navajo Nation were randomly assigned to control and experimental groups, one each per grade. All four classes used the state-approved, core math curriculum, but one class in each grade was provided with weekly CBMs for an entire school year that included sample questions developed from the Arizona Department of Education performance standards. The CBMs contained at least one question from each of the five math strands: number and operations, algebra, geometry, measurement, and data and probability.
The NorthWest Evaluation Assessment (NWEA) served as the pretest and posttest for all four groups. The SAT 10 (RIT scores) math test, administered near the time of the pretest, served as the covariate in the analysis. Two analysis of covariance tests revealed no statistically significant treatment effects, subject gender effects, or interactions for either Grade 1 or Grade 2. Achievement levels were relatively constant across both genders and the two grade levels.
Despite increasing emphasis on assessment and accountability, the achievement gaps between these subpopulations and the general population of students continues to widen. It appears that other variables are responsible for the different achievement levels found among students. Researchers have found that teachers with math certification, degrees related to math, and advanced course work in math leads to improved math performance over students of teachers who lack those qualifications. The design of the current study did not permit analyses of teacher or school effects.
ContributorsBenally, Jacqueline (Author) / Humphreys, Jere (Thesis advisor) / Spencer, Dee (Committee member) / Nicholas, Appleton (Committee member) / Arizona State University (Publisher)
Created2014
Description
This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.
ContributorsMcCloy, Daniel (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2011
Description
Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts integration is a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. However arts integration is not easy work. It takes a great deal of planning and collaboration. In this action research study, I take the perspective of a social artist, a facilitator, who offers a framework for a group of teacher participants to dialogue, collaborate and share ideas and skills to develop arts integrated products to share with others. Utilizing a mixed methodology approach, the findings of this action research study revealed that the intervention had a positive impact on the participants. Though there were some set backs, participants reported more dialogue and shared experiences about arts integration on a daily basis, more dialogue about new arts integrate ideas, and an increased sense of collaboration in developing arts integrated products. Furthermore, the Knowledge Construction Model (KCM) concept had strength as a potential professional development model for teachers and schools interested in growing their arts integration practices.
ContributorsBenson, Robert Jason (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Santarelli, Denton (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre- test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non- humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly.
ContributorsMcCartney Matthews, Melissa Lee (Author) / Danzig, Arnold (Thesis advisor) / Satter Anderson, Kelly (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Career and technical education was founded on the common practice of apprenticeships integrated into the public schools at the beginning of the 20th century as manual arts, which continued to evolve into a culture and practice of its own as vocational education, and into what is now career and technical education,with an evolving focus on college and career readiness. This study sought to collect and compare the perceptions of superintendents, principals, assistant principals, and deans who were affiliated with ten Northeastern Arizona high schools, which were members of Northern Arizona Vocational Institute of Technology (NAVIT) to seven similar sized high schools in rural Arizona, which were not affiliated with NAVIT. The NAVIT schools were members of the Joint Technological Educational District. The member schools were required by intergovernmental agreement to operate their career and technical education programs by specific guidelines and curriculum.This study also compared the combined average academic achievement of the 2011 CTE concentrators of the NAVIT high schools, the non-NAVIT high schools, and all Arizona statewide CTE concentrators. Both NAVIT and non-NAVIT administrators were administered a survey, designed to measure perceptions of college/postsecondary preparation, career guidance and counseling,academic tracking, and curriculum. Results revealed that both NAVIT and non-NAVIT administrators were supportive of career and technical education, but for different reasons. The NAVIT administrators tended to view students in career and technical education programs as more mainstream, with college opportunities. The non-NAVIT administrators supported career and technical education as a system of programs that offered students opportunities for success, whether college bound or not. A significant number of NAVIT and non-NAVIT administrators opted for no opinion responses for several potentially controversial survey questions, which suggested discomfort with the topics. The academic achievement of the NAVIT, non-NAVIT, and statewide CTE concentrators as measured by the Arizona Instrument to Measure Standards pass rates were marginal between groupings. The statewide average was highest, followed by NAVIT, and non-NAVIT. Recommendations for further research include conducting personal interviews of administrators to better assess leaders' perceptions of career and technical education and their influences on the academic and postsecondary career successes of students.
ContributorsHaussman, Charles E (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas (Committee member) / Mckinnon, Jeri (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? This qualitative study documented and analyzed the schooling experiences and perceptions of resettled refugee middle school students, who are relatively new to the U.S. educational system. Purposive and convenience sampling were sources utilized in selecting participants for this study. Semi-structured interviews and focus groups were used to capture the stories of 10 resettled sub-Saharan African refugee students enrolled in 7th and 8th grade, who have lived in the U.S. not more than 10 years and not less than three years. Among the participants, half were male and half female. They came from six countries: Burundi, Democratic Republic of Congo, Liberia, Rwanda, Sierra Leone and Somalia. Findings of the study revealed six major themes: teachers' helpfulness, positive perceptions of school, friends as resources at school, disruptive students in the classroom, need for better teachers, and before and after school activities. Overall, the participants in the study expressed a positive perception of their teachers and their schools, yet presented a dichotomous view of their schooling experiences and perceptions.
ContributorsSallu, Adama (Author) / Swadener, Beth B (Thesis advisor) / Klimek, Barbara (Committee member) / Miller, Lynn (Committee member) / Arizona State University (Publisher)
Created2012
Description
This descriptive qualitative case study explored undergraduate degree attainment by African American males in football and basketball at a National Collegiate Athletic Association (NCAA) Division I institution in the Southwest. Semi-structured interviews were conducted with four participants at the institution to uncover experiences that helped or hindered their progress toward degree completion. Student perceptions of their environment, the role of athletics in determining future goals, and the role of the athletic institution and its constituent members in promoting or deterring degree completion is explored. Student aspiration to attain a degree, expectations for job prospects and financial opportunity after college is also discussed. Contextual and perceptual elements emerged as salient attributes in their experiences as students and athletes. The study results are consistent with previous findings linking academic engagement and motivation, to family and environment.
ContributorsKelly, Seanan (Author) / Valverde, Leonard (Thesis advisor) / Ewing, Kris (Committee member) / Calleroz White, Mistallene (Committee member) / Arizona State University (Publisher)
Created2012
Description
Educational Leadership is inherent of many qualities. Individuals who possess leadership stand apart from the mainstream population in general society and in any organization, thus they are change agents who influence others by their uniqueness and dynamism. The art of leadership is challenging, but meaningful, and purposeful as the focus is implementation of consistent affective and effective practices at all levels to assure achievable outcomes no matter the organization type. A leader's calling is rewarding and the journey is that of making and sustaining change through influence. The purpose of this study centered on the relationship factor of educational leadership especially the dynamics between the principal and the teacher and what constructs affect this relationship to affect principal effectiveness. The methodology employed a quantitative format and consisted of a 20 question survey sent to one school district's teachers (N=465) over a 3 month window. The summaries of results were presented in two formats: Raw (exactly how teachers answered) and a Cross-tabulation (Age & Licensure). The findings of the study yielded attitudes and perspectives of teachers regarding valuable information on leadership behaviors, styles, and practices that teachers believe were relevant to principal effectiveness. The most noteworthy aspect gleaned from this study was the people factor wherein relationships are a key factor to a leader's success in any realm that one leads.
ContributorsMorris, Edie R (Author) / Appleton, Nicholas (Thesis advisor) / Wauneka, Jacquelyne (Committee member) / Spencer, Dee (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these students, who have posed a challenge to traditional educational methods. Interviews were conducted with eight educational professionals, including teachers, administrators, and a tutor who worked with these students on a daily basis. They each responded to the same series of questions, providing their insights based on first-hand interactions and knowledge. The interviews revealed factors that influenced student academic success, including caring, trust, communication, tutoring, and administrative support. Factors posing challenges to student success were identified as attendance, parental support, and gangs and drugs. In-school influences were arts and sports, friendship, inclusion, and behavior. Out-of-school influences were home and family, the concept of time, and educational considerations. The conclusion is that this is a complex problem, fueled by the proximity of the reservation to a major metropolitan area, the gang culture that is prevalent in the Salt River community, poverty, attendance issues, and the impact of parental involvement and support. The things that made a difference at Stapley Jr. High included staff who demonstrated caring by establishing trust and getting to know students on a personal level, teachers who were consistent and held students to a high standard, and teachers who were flexible with regard to time.
ContributorsWilliams, Sidney (Author) / Appleton, Nicholas (Thesis advisor) / Duplissis, Mark (Committee member) / Spencer, Dee (Committee member) / Arizona State University (Publisher)
Created2012
Description
The United States is facing an emerging principal shortage. This study examines an intervention to deliver professional development for assistant principals on their way to becoming principals. The intervention intended to boost their sense of efficacy as if they were principals while creating a supportive community of professionals for ongoing professional learning. The community was designed much like a professional learning community (PLC) with the intent of developing into a community of practice (CoP). The participants were all elementary school assistant principals in a Title I district in a large metropolitan area. The researcher interviewed an expert set of school administrators consisting of superintendents and consultants (and others who have knowledge of what a good principal ought to be) about what characteristics and skills were left wanting in principal applicants. The data from these interviews provided the discussion topics for the intervention. The assistant principals met regularly over the course of a semester and discussed the topics provided by the expert set of school administrators. Participant interaction within the sessions followed conversation protocols. The researcher was also a participant in the group and served as the coordinator. Each session was recorded and transcribed. The researcher used a mixed methods approach to analyze the intervention. Participants were surveyed to measure their efficacy before and after the intervention. The session transcripts were analyzed using open and axial coding. Data showed no statistically significant change in the participants' sense of efficacy. Data also showed the participants became a coalescing community of practice.
ContributorsRichman, Bryan (Author) / Puckett, Kathleen (Thesis advisor) / Smith, Jeffery (Committee member) / Foulger, Teresa (Committee member) / Arizona State University (Publisher)
Created2011