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ContributorsWard, Geoffrey Harris (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-18
ContributorsWasbotten, Leia (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
ContributorsZelenak, Kristen (Performer) / Detweiler, Samuel (Performer) / Rollefson, Justin (Performer) / Hong, Dylan (Performer) / Salazar, Nathan (Performer) / Feher, Patrick (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
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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

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
ContributorsRyall, Blake (Performer) / Olarte, Aida (Performer) / Senseman, Stephen (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
ContributorsUhrenbacher, Tina (Performer) / Creviston, Hannah (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
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Description
The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting

The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting learning centered advising in other contexts are lacking. This mixed methods, action research study investigates the efficacy of FaculTea, a professional development program designed to promote learning centered advising practices among professional academic advisors at a large state university. The study also measured frequency of learning centered advising and student perceptions of learning centered advising. Participants were 57 academic advisors in a liberal arts and sciences college at a large state university, who reported on their advising practices. In addition, the investigator interviewed four advisors, and observed them during 15 advising appointments. Also, six students were interviewed to determine their response to learning centered academic advising. Results showed the FaculTea program model was effective in promoting learning centered advising. In addition, advisors used learning centered advising to a moderate extent, depending upon the context of the appointment, the developmental level of the student, and experience level of the advisor. Student responses varied. These findings suggest learning centered advising can be incorporated into various academic advising contexts and structures and that FaculTea is an excellent model for learning centered academic advisor professional development.
ContributorsVoller, Julie Givans (Author) / Puckett, Kathleen (Thesis advisor) / Nutt, Charlie (Committee member) / Hermann, Ria (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsYi, Joyce (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-22
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Description
The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social

The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.
ContributorsZamora, Roxanne N (Author) / Puckett, Kathleen (Thesis advisor) / Warren, Gina M (Committee member) / Mathur, Sarup (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2013