Matching Items (3)
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- All Subjects: Technology Adoption
- Creators: Beardsley, Audrey
Description
As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and provide feedback. Situated in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University, this action research study used Attribution Theory, Sensemaking Theory, and research on teacher emotion to 1) document the experiences of pre-service teachers as they related to the administration and subsequent results from a student perception survey (SPS), and 2) examine the influence of two online professional development modules created to prepare teachers for the SPS process and make sense of the results. Teacher candidates participated in the SPS process in their final, year-long residency. Results from the mixed-methods study provided evidence that pre-service teachers had both positive and negative experiences that were influenced by the SPS results they received from their students. Also, depending on the results they received, teacher candidates either attributed the cause of the results to themselves or to characteristics of their students. Results from the study also indicate that teacher candidates use few strategies to make sense of the results and used those strategies to varying degrees. Pre-service teachers indicated that they regarded the modules as helpful in the sense-making process. Furthermore, evidence indicates that pre-service teachers value their students’ feedback.
ContributorsVilla, Lessita Ann Lorin (Author) / Jordan, Michelle E (Thesis advisor) / Beardsley, Audrey (Committee member) / Ribbens, Teressa (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the five propositions outlined by the National Board of Professional Teacher Standards (NBPTS). This intervention included teacher training, discussion (pre and post instruction), collaboration about student benchmark data, and classroom observations with further data collected through surveys and interviews. Using a mixed methods approach to data collection and analysis, I focused on how participants engaged in a collaborative peer-coaching model to guide their instruction based on the use of student data they collected from common benchmark assessments.
ContributorsWright, Kerri M (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Reyes, Elba (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to evaluate the role a peer-driven technology acceptance model (PDTAM) in the form of a Community of Practice (CoP) played in assisting users in the acceptance of Trellis technologies at the University of Arizona. Constituent Relationship Management (CRM) technologies are becoming more common in higher education, helping to track interactions, streamline processes, and support customized experiences for students. Unfortunately, not all users are receptive to new technologies, and subsequent adoption can be slow. While the study of technology adoption literature provides insight into what motivates individuals to accept or reject new technologies, used herein was the most prevalent technology adoption theory – the Technology Acceptance Model (TAM; Davis, 1986). I used TAM to explore technology acceptance more spec user’s Perceived Ease of Use (PEU) and Perceived Usefulness (PU). In this MMAR study, I used TAM (Davis, 1986) as well as Everett Roger’s (1983) Diffusion Innovation Theory (DOI) to evaluate the impact of the CoP mentioned above on user adoption. Additionally, I added Perceived Value (PV) as a third construct to the TAM. Using pre-and post-intervention surveys, observation, and interviews, to both collect and analyze data on the impacts of my CoP intervention, I determined that the CoPs did assist in more thoroughly diffusing knowledge share, which reportedly led to improved PEU, PU, and PV in the treatment group. Specifically, the peer-to-peer mentoring that occurred in the CoPs helped users feel empowered to use the capabilities. Additionally, while the CoPs reportedly improved PEU, PU, and PV, the peer-to-peer model and the Trellis technologies still have not matured enough to realize their total value to campus.
ContributorsHodge, Nikolas (Author) / Beardsley, Audrey (Thesis advisor) / Neumann, William (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2022