Matching Items (31)
Description
This study explores the relationships and implications of Foucault's genealogical analytic, his most recently published course, The Punitive Society and its connections to Discipline and Punish through an analysis of productive power, and the potential offerings for educational research. The purpose of this study is to clarify Foucault's genealogical approach in making it more accessible to educational researchers, to investigate the applications and significance of Foucault's most recently available lectures to education, and to analyze Foucault's reimagining of the notion of power as it is developed throughout the lectures and fully realized in Discipline and Punish to better develop an analytic lens from which to interrogate relations of power in pedagogical practices.
ContributorsSusser, Erica (Author) / Carlson, David L. (Thesis advisor) / Anderson, Kate (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2016
Description
A sequential mixed-methods action research study was undertaken with a group of 10th-grade students enrolled in a required English course at an independent secondary school. The purpose of the study was to investigate students' negotiation of agentic writer identity in a course that featured a three-strand intervention: (a) a high degree of student choice; (b) ongoing written self-reflection; and (c) ongoing instruction in mindset. The researcher drew on self-determination theory and identity theory to operationalize agentic writer identity around three constructs—behaviors, identity, and belief. A questionnaire was used to identify an array of cases that would illustrate a range of experiences around agentic writer identity. Questionnaire data were analyzed to identify a sample from which to collect qualitative data and to identify prominent central relations among the three constructs, which were further explored in the second stage through the qualitative data. Qualitative data were gathered from a primary group of six students in the form of student journals and interviews around the central constructs of writing belief, writing behavior, and writer identity. Using a snowballing sampling method, four students were added to the sample group to form a second tier of data. The corpus of qualitative data from all 10 students was coded and analyzed using the technique of re-storying to produce a narrative interpretation, in the style of the Norse saga, of students' engagement in agentic writing behaviors, espousal of agentic writing beliefs, and construction of agentic writer identities. A defense of the chosen narrative approach and genre was provided. Interpretation of the re-storied data was provided, including discussion of interaction among themes that emerged from the data and the re-storying process. Emergent themes and phenomena from the re-storied data were realigned with the quantitative data as well as with the constructs that informed the survey design and sampling. Implications for classroom teachers, as well as suggestions for further research, were suggested.
ContributorsAvery, Andrea, 1977- (Author) / Buss, Ray (Thesis advisor) / Carlson, David L. (Committee member) / Henriksen, Danah (Committee member) / Rende, Richard (Committee member) / Arizona State University (Publisher)
Created2017
Description
Many communities that once relied on the extractive industries have since turned to tourism to find another source of income. These communities are primarily old mining towns. Since these towns have started to reinvent themselves, they have become important places of study. Previous literature has found specific factors that are common in tourist shopping villages. Currently, there is not much research that has explored the affect the streetscape and servicescape have on visitor experiences. Existing research focuses on urban shopping settings such as shopping malls. This study interviewed employees and surveyed visitors in two suburban tourist shopping villages in Arizona. More specifically, it is aimed to explore how the streetscapes and servicescapes in tourist shopping villages influence visitors' overall experience, intent to return to the village, and their purchasing behavior. This study adds to the current literature on tourist shopping villages and the streetscapes and servicescapes as there is a limited amount of information available. To date, the majority of scholarly information available describes the factors of tourist shopping villages and does not attempt to identify their importance for tourists. This study may serve as a stepping platform for future research. The findings of this study offer important implications for destination marketing organizations, different stakeholders of tourism, and the policy makers. This study primarily focuses on the tourists' view of tourist shopping villages, and can offer insight into how to increase visitor spending.
ContributorsCox, Jordan (Author) / Timothy, Dallen J. (Thesis advisor) / Chhabra, Deepak (Thesis advisor) / Carlson, David L. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I sought to design and develop a test delivery method to reduce linguistic bias in English-based mathematics tests. Guided by translanguaging, a recent linguistic theory recognizing the complexity of multilingualism, I designed a computer-based test delivery method allowing test-takers to toggle between English and their self-identified dominant language. This three-part study asks and answers research questions from all phases of the novel test delivery design. In the first phase, I conducted cognitive interviews with 11 Mandarin Chinese dominant speakers and 11 Spanish speaking dominant undergraduate students while taking a well-regarded calculus conceptual exam, the Precalculus Concept Assessment (PCA). In the second phase, I designed and developed the linguistically adaptive test (LAT) version of the PCA using the Concerto test delivery platform. In the third phase, I conducted a within-subjects random-assignment study of the efficacy the LAT. I also conducted in-depth interviews with a subset of the test-takers.
Nine items on the PCA revealed linguistic issues during the cognitive interviews demonstrating the need to improve the linguistic bias on the test items. Additionally, the newly developed LAT demonstrated evidence of reliability and validity. However, the large-scale efficacy study showed that the LAT did not appear to make a significant difference in scores for dominant speakers of Spanish or dominant speakers of Mandarin Chinese. This finding held true for overall test scores as well as at the item level indicating that the LAT test delivery system does not appear to reduce linguistic bias in testing.
Additionally, in-depth interviews revealed that many students felt that the linguistically adaptive test was either the same or essentially the same as the non-LAT version of the test. Some participants felt that the toggle button was not necessary if they could understand the mathematics item well enough. As one participant noted, “It's math, It's math. It doesn't matter if it's in English or in Spanish.” This dissertation concludes with a discussion about the implications for test developers and suggestions for future direction of study.
ContributorsClose, Kevin (Author) / Zheng, Yi (Thesis advisor) / Amrein-Beardsley, Audrey (Thesis advisor) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of this study is to explore how internationalization is formed and operationalized in the Intensive English Programs (IEPs) at three Michigan higher education institutions. Drawing from Latour’s (2005) actor-network theory, this study examined the human and non-human actors involved in constructions of internationalization, which was defined as relational processes (programs and policies) that define and deliver international, intercultural, or global elements into the purpose, function and delivery of postsecondary education (Altbach, 2007; Knight, 2003). As an entry point into the study, I focused on the director of the programs and their mission statements, a written articulation of beliefs, as suggested by Childress (2007; 2009).
To explore these potential networks, I utilized Comparative Case Study (Bartlett and Vavrus, 2016), which allowed for more unbounded cases; Actor-Network Theory (Latour, 1999; Latour, 2005) which allowed for agency among non-human actors that also coexist, transform, translate or modify meaning; and relational network analysis methods (Herz et al. 2014; Heath et al. 2009; Clarke 2005), which helped to explore and make sense of complex relational data. This was in the effort to construct an understanding of the “processual, built activities, performed by the actants out of which they are composed” (Crawford, 2004, p. 1). I mapped actors within each site who were performing their local and contingent processes of internationalization.
The results indicate the formation of complex and far reaching webs of actors and activities that accomplish a form of internationalization that is highly localized. While each program under investigation responded to similar pressures, such as funding shortfalls via student enrollment declines, the responses and networks that were created from these constraints were wildly different. Indeed, the study found these programs engaged in international activities that enrolled various external actors, from campus departments to local community groups. In engaging in relational connections that moved beyond their primary instructional purpose, English language instruction and cultural acclimatization, the IEPs in this study were able to 1) contribute to the internationalization of university departmental curricula, 2) serve their communities in dynamic and impactful ways and 3) develop their own sense of internationalization in a university setting.
To explore these potential networks, I utilized Comparative Case Study (Bartlett and Vavrus, 2016), which allowed for more unbounded cases; Actor-Network Theory (Latour, 1999; Latour, 2005) which allowed for agency among non-human actors that also coexist, transform, translate or modify meaning; and relational network analysis methods (Herz et al. 2014; Heath et al. 2009; Clarke 2005), which helped to explore and make sense of complex relational data. This was in the effort to construct an understanding of the “processual, built activities, performed by the actants out of which they are composed” (Crawford, 2004, p. 1). I mapped actors within each site who were performing their local and contingent processes of internationalization.
The results indicate the formation of complex and far reaching webs of actors and activities that accomplish a form of internationalization that is highly localized. While each program under investigation responded to similar pressures, such as funding shortfalls via student enrollment declines, the responses and networks that were created from these constraints were wildly different. Indeed, the study found these programs engaged in international activities that enrolled various external actors, from campus departments to local community groups. In engaging in relational connections that moved beyond their primary instructional purpose, English language instruction and cultural acclimatization, the IEPs in this study were able to 1) contribute to the internationalization of university departmental curricula, 2) serve their communities in dynamic and impactful ways and 3) develop their own sense of internationalization in a university setting.
ContributorsClark, Adam Thomas (Author) / Koro, Mirka (Thesis advisor) / Kim, Jeongeun (Committee member) / Carlson, David L. (Committee member) / Okhremtchouk, Irina S (Committee member) / Vellenga, Heidi (Committee member) / Arizona State University (Publisher)
Created2020
Description
The notion of a teacher is an archaic, dynamic, and diverse concept that is embedded in and therefore revealed in the various complex and coexisting cultural and national contexts, ways of teaching and learning, and the entanglements with beings in multiple worlds. However, under the fundamental impacts of westernization, coloniality, and modernization in the Anthropocene, the concept of a teacher has been endowed with narrow colonial, human-centric, politicalized, as well as vocationalized and secularized connotations. It has been oversimplified to a profession, while other possible interpretations have been omitted and marginalized at the same time. My dissertation questions the implications of the gradual narrowing down of the concept over time and reexamines the concept of a teacher with the aim of ontologically broadening the scope of different connotations and embracing more diverse and inclusive forms as well as contexts of being a ‘teacher.’ In response, this dissertation traces the history, evolution, and cultural contexts of the notion of a teacher in ancient and modern China. It explores the concept of a teacher ontologically through multiple historical and theoretical frames, including decolonial theory in comparative education and several conceptual constructs in Taoism, Confucianism, and posthumanism. Guided by these frames, I introduce innovative (post)qualitative methodologies in data generation and collection, referring to collective re-membering activities, reanimating sense, and speculative fabulation experiences (Haraway, 2013) in terms of “teaching without words/actions,” “sitting and Wu,” and “Ge wu zhi zhi.” This dissertation is designed as a multi-scenario, multi-sense, and multispecies ethnography, and the fieldwork was conducted over three months of summertime in 2022 in a small town and a modern supercity in China. Using a diffractive analysis of memories, stories, and experiences with multiple participants, I attempt to broaden the concept of a teacher by presenting a variety of coexisting conceptualizations of the term and bringing into focus multiple ways of teaching, learning, and being a teacher.
ContributorsJiang, Jieyu (Author) / Silova, Iveta (Thesis advisor) / Goebel, Janna (Committee member) / Wu, Jinting (Committee member) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2023
Description
Inclusive education has been impeded by deficit-oriented policies and practices that promote standardization and lead to student segregation by ability/disability labels. Deficit perspectives are maintained across separate programs (i.e., general, special, gifted) through distinct sets of practices and extend into higher education and academia. In response to this issue, this dissertation used strengths-based strategies for collaboratively rethinking and reimagining educational practices, perspectives, and interactions towards inclusivity. The purpose of this research was to study unexpected moments in learning events (i.e., micromoments), explore educators’ responses to these events, and develop strategies for inclusive education professional learning (PL). Diverse educators and neurodivergent adults responded to task invitations based on the research questions: How might micromoments move in/with/through emergent learning events? And, how might attunement to micromoment assemblages be developed? Additional questions explored how conceptualizations of micromoment movement and attunement might transform inclusive education PL and qualitative inquiry.
The neurodiversity paradigm, activist philosophy, post-oppositional transformation theory, and creative learning concepts supported an embodied, multiple, emergent, and inter-relational study of the micromoment. Methodological-poly-experiments formulated as invitations to tasks were used as initial enabling constraints for this research-creation. Documentation from several small Zoom group meetings was used in data-weaving, which included collective speculative fabulations (i.e., storying), post-qualitative cartography in the forms of fiber art sculpture mappings, and a moving content analysis.
The neurodiversity-inspired educational perspective developed in this study supported a PL shift away from student labels toward the study and design of learning events. Attunement to micromoment movement in learning events was practiced by following micromoment dimensions, elements, and flows. This led to the development of a framework for the study of micromoments for educator PL.
This study merged creativity studies, disability studies in education, and educational research. Furthermore, this project extended post-qualitative and research-creation methodologies, offered suggestions for redefining various methodological concepts and neurotypical expectations, and introduced several new concepts for qualitative inquiry.
In conclusion, creative professional learning/unlearning strategies, including reflection on underlying educational perspectives and learning event interactions, were part of a meaningful process in cultivating inclusive education for neurodiverse teachers, students, and research participants.
ContributorsVasquez, Anani Maria (Author) / Koro, Mirka (Thesis advisor) / Beghetto, Ronald (Thesis advisor) / Carlson, David L. (Committee member) / Mathur, Sarup (Committee member) / McAvoy, Mary (Committee member) / Arizona State University (Publisher)
Created2023
Description
This is a genealogical study of the taken-for-granted ‘free’ or ‘self-governed’ play practice at the free schools. The study places play practice within a historical trajectory. The study compares and analyzes the current (1960s to present) discursive formations of play practice as they emerge in various archival texts such as on free schools, and juvenile delinquency and youth crime, to the discursive formations of the 1890s to 1929s as they emerge in various archival texts such as on physical education, public bath, city problems, playground, outdoor recreation legislation, and recreation areas and juvenile delinquency. The study demonstrates how various “subjugated knowledges” appeared during these time periods around play practice. Foucauldian genealogy is crafted for the study through Foucault’s lectures, interviews, essays, and how other scholars wrote about Foucauldian genealogy and conducted genealogical work themselves. The study is to challenge what it seems to be the grand narrative of this play practice in free schools. Instead of being the form of learning that allows students to seek their truest capacity and interest, learning, and eventually growth and happiness, this practice does so at a great cost, and therefore it is a dangerous practice, opens up various power/knowledge such as play is used as a systematic and accurate technology to shape, mold, and organize the schooled children body, a means to interrupt and intervene with the children growth, as the technology of school hygiene, and as a governing tool to help the state, nation, family, and school, produce ‘good’ citizens, who will not commit to idleness, delinquency, gang-spirit, and similar others.
ContributorsAletheiani, Dinny Risri (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer A. (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2017
Description
This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity.
ContributorsWells, Timothy (Author) / Koro, Mirka (Thesis advisor) / Carlson, David L. (Committee member) / Kim, Jeong-Hee (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
Description
The dissertation study is a mixed method sequential explanatory study which focuses on the use of a digital tool to assess argumentation as a mediator of teacher argumentation professional vision. The study is driven by an experimental randomized control trial to determine the relationship between the professional vision components and the use of the DiALoG (Diagnosing Argumentation Levels of Groups) tool and followed with a qualitative analysis using a grounded theory approach. A measure of professional vision was created to utilize with the quantitative analysis which is reported on herein. A hierarchical multiple linear regression was utilized which showed significant results with DiALoG predicting the development of professional vision in the Management and Argument components. Out of the qualitative analysis, an initial theory was formed which asserted that the level to which teachers articulate their noticings of the elements of argumentation signal a developing professional vision. The integration of the two methods is shared to inform how each method supplemented and complemented the other. Limitations and implications for future research centered around issues that arose due to the abrupt conclusion of the study due to COVID-19 and the continuation of developing the Measure of Argumentation Professional Vision (MAPVis) under different conditions and contexts.
ContributorsHolton, April (Author) / Henderson, Joseph B (Thesis advisor) / Anderson, Kate (Thesis advisor) / Judson, Eugene (Committee member) / Arizona State University (Publisher)
Created2021