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- Genre: Academic theses
Description
There has been growing interest among learning scientists in the design and study of out-of-school time (OST) learning environments to support equitable development of science, technology, engineering, and math (STEM) interests among youth from groups that are underrepresented in STEM fields. Most of these design studies assumed the youth came to the learning environments without well-developed STEM interests. I challenged this assumption by enacting a social design participatory study to engage youth (aged 11 to 14), from groups that are underrepresented in STEM fields, as partners in designing an OST networked club to support the youth in growing their own STEM interests. Based on longitudinal ethnographic data, I report a three-year iterative design of this networked club. I characterize the heterogeneity of STEM interests that emerged and grew across the networked club. Building on ecological theories of interest development, and leveraging the cultural assets of the nondominant community, I argue that heterogeneity of interests, resources, and practices served as a design tool and a catalyst for the development of STEM interest in the OST networked club.
ContributorsGould, Deena Lee (Author) / Barab, Sasha (Thesis advisor) / Gee, Elisabeth (Committee member) / Jimenez Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this study is threefold: highlight the present health, self-sufficiency and integration needs and assets of asylum seekers in Phoenix, Arizona during the asylum seeking process phase (while an asylum claim is awaiting a decision); understand the City of Phoenix’s response to asylum seekers; and contextualize and compare the city’s present response to increased arrivals of asylum seekers against municipal responses in other contexts and academic discussions of the “local turn.”. Through semi-structured in-depth interviews with asylum seekers and community leaders, this study finds that asylum seekers’ physiological healthcare needs are sometimes met through emergency department admissions and referrals to sliding scale services by caseworkers in the International Rescue Committee’s Asylum-Seeking Families program in Phoenix. Mental and behavioral health service needs are less likely to be met, especially for women who want to speak with a medical professional about their traumatic experiences in Central America, trip through Mexico, detention in the United States (U.S.) and their often-marginalized lives in the U.S. This dissertation concomitantly explores how other municipalities in the U.S. and internationally have responded to increased immigration of asylum seekers and refugees to urban centers, and how certain approaches could be adopted in the City of Phoenix to better serve asylum seekers.
ContributorsSchlinkert, David (Author) / Velez-Ibanez, Carlos (Thesis advisor) / Lara-Valencia, Francisco (Thesis advisor) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2020
Description
Expansive framing is a promising approach to understanding transfer but little is known about how it might work in teacher professional development, an area that research suggests would be improved by the use of situative strategies. The Content, Person, Context framework (CPC) that has been developed in online learning contexts draws on the concept of expansive framing and further develops it through a focus on positioning content, person and context for value creation. However, little is known about how it promotes transfer. I studied how these two situative approaches, individually and together, illuminated near-transfer in the context of an online teacher professional development (PD) course. In this mixed methods study I adapted and created rubrics to analyze educators’ stories about how they intended to implement what they had learned in the course. I concluded that CPC and expansive framing support different understandings of authorship, with the former prioritizing immediate action planned for specific contexts and the latter emphasizing learner creation and ownership over time. These different views have consequences for how transfer is understood but can be used to create a model of how transfer can be fostered that is more robust than either framework taken on its own. Because this study is part of an evaluation phase of an ongoing design-based research project, I make recommendations for how expansive framing and CPC can be further used as tools for designing the next iteration of the PD module.
ContributorsJongewaard, Rebekah (Author) / Zuiker, Steven (Thesis advisor) / Barab, Sasha (Committee member) / Jordan, Michelle (Committee member) / Arizona State University (Publisher)
Created2021