Matching Items (46)
Description
This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling.
ContributorsGordon, Corrine (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen P (Committee member) / Early, Jessica (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2011
Description
The speech of non-native (L2) speakers of a language contains phonological rules that differentiate them from native speakers. These phonological rules characterize or distinguish accents in an L2. The Shibboleth program creates combinatorial rule-sets to describe the phonological pattern of these accents and classifies L2 speakers into their native language. The training and classification is done in Shibboleth by support vector machines using a Gaussian radial basis kernel. In one experiment run using Shibboleth, the program correctly identified the native language (L1) of a speaker of unknown origin 42% of the time when there were six possible L1s in which to classify the speaker. This rate is significantly better than the 17% chance classification rate. Chi-squared test (1, N=24) =10.800, p=.0010 In a second experiment, Shibboleth was not able to determine the native language family of a speaker of unknown origin at a rate better than chance (33-44%) when the L1 was not in the transcripts used for training the language family rule-set. Chi-squared test (1, N=18) =1.000, p=.3173 The 318 participants for both experiments were from the Speech Accent Archive (Weinberger, 2013), and ranged in age from 17 to 80 years old. Forty percent of the speakers were female and 60% were male. The factor that most influenced correct classification was higher age of onset for the L2. A higher number of years spent living in an English-speaking country did not have the expected positive effect on classification.
ContributorsFrost, Wende (Author) / Gelderen, Elly van (Thesis advisor) / Perzanowski, Dennis (Committee member) / Gee, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Controversies surrounding multilingual language programs, disparities on educational achievement measures, and tracking represent some of the conflicts concerning race that continue to take place in school districts around the country. These debates are especially significant today as schools experience shifts in demographics. Racial and ethnic minorities now account for at least one-third of the nation's population (United States Census Bureau, 2010), and schools are more racially and ethnically diverse than ever before (National Center for Education Statistics, 2012). The continued importance of race in education serves as the impetus behind this dissertation's inquiries into race and language in the high school English classroom. This study explores how one group of students, attending a predominately White high school with growing racial and ethnic diversity, write and talk about race in the English classroom. I examine how explicitly or implicitly students engaged in everyday language, school talk, and school writing about racial and ethnic identity, as well as how students responded to an English language arts curriculum devoted to issues of race and equity. On a broader scale, this study seeks to understand the school, community, and larger social context of racial and ethnic division and unity, particularly the role language and literacy pedagogies can play in addressing these issues. Blending two qualitative methodologies, including ethnography and the design and implementation of a race-conscious English curriculum, I spent eight months in one high school classroom, resulting in an analysis of a series of field notes, student writing, and in-depth participant interview transcripts. Findings from this study may help complicate researchers' and teachers' notions of how racial and ethnic identity operates in classrooms with shifting demographics. This study also highlights the importance of bringing race-conscious literacy activities to the forefront of English classrooms where structured discussions and carefully crafted writing prompts can facilitate discourse on race that might otherwise be muted in the context of traditional English language arts curriculum. Finally, this dissertation calls for a greater focus on collaborative research and teaching teams comprised of classroom teachers and university researchers.
ContributorsDeCosta, Meredith (Author) / Roen, Duane (Thesis advisor) / Early, Jessica (Committee member) / Paris, Django (Committee member) / Arizona State University (Publisher)
Created2012
Description
This qualitative, classroom-based study investigates how 24 middle school students engaged with grammar in an instructional approach that bridged “grammar in context” practices with writing transfer practices. This “transfer-minded” approach invited students to monitor and reflect on their grammar choices in writing as a way to foster metacognition; it also guided students to consider other and future writing contexts where they could use the grammar they were learning as a way to foster transfer and long-term writing development. The dissertation findings detail the role of individual factors on student engagement with grammar in this study. The findings also share how students thought about and used grammar in their writing. Finally, the dissertation reveals how students engaged with the instructional practices, helping map successful and promising areas for effective grammar instruction.
ContributorsScholes, Justin (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Graham, Steve (Committee member) / Arizona State University (Publisher)
Created2022
Description
This qualitative case study explores the experience of three first-year English language arts educators within a small community of practice designed to provide personal and professional support for beginning teachers. The participants engaged in a 12-week session where weekly meetings, which alternated between workshop and discussion, focused on participant experiences, sustainable teaching practices, and English language arts pedagogy. The study shares the curricular design of the community as well as the issues and ideas that were raised about teaching and the teaching life. Data were collected over the entire 12 weeks as well as in follow-up interviews conducted within four weeks of the last meeting. Data were drawn from the following sources: (1) pre-and-post-community questionnaires, (2) audio recorded meetings, (3) researcher notes and memos, (4) follow-up interviews. Using Wenger’s (1998, 2009) theory of communities of practice as well as sustainable teaching theory (Burns et al., 2018), this study documents the value of early career communities of practice and indicates that early career communities are necessary in light of the emotional dimensions of teaching English language arts, the many aspects of successful teaching that are not covered in teacher preparation programs, and the need for both personal and professional support, camaraderie, and continued learning for beginning teachers.
ContributorsGlerum, Michelle R (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2022
Description
School leaders often view teacher resistance to change as willful defiance, but there is much more to understand if change agents are willing to peel back the layers of the resistance and dig deeper into the reasons why teachers may struggle to accept new innovations. This action research project is grounded in the notion that an intentional focus on discourse about change through social interaction with teachers who have varying perspectives will increase the probability of enduring transformation in teaching and encourage teachers to continue sharing best practices beyond the silos of their classrooms. Teachers adopting a new literacy curriculum at Harpeth Academy, a private independent school in South City, TN, worked together to discuss reactions to and experiences with new curriculum in a Professional Learning Community (PLC) consisting of three 60- minute jigsaw collaborative learning activities led by the researcher. The objective was to understand how Jigsaw PLCs may affect teachers’ resistance to change and their perceptions of and attitudes toward the new curriculum. The intervention is framed through a social constructivist lens using social capital as a guiding theory. Data was collected through pre and post-interviews, meeting transcripts, and teacher journals. The findings of this study suggest that the social capital created in the Jigsaw PLC affected teachers’ resistance to change and had a positive effect on their attitudes toward and belief in the new curriculum. The time spent in these collaborative learning communities with diverse colleagues addressed concerns about relationships and autonomy, created a sense of shared vulnerability and fate, and allowed teachers to inquire about the merits and benefits of the change.
ContributorsCaponi, Heather (Author) / Baker, Ellen (Thesis advisor) / Gee, Elisabeth (Committee member) / Reynolds, Ellen (Committee member) / Arizona State University (Publisher)
Created2022
Description
This mixed-methods action research study delves into the decision-making processes of students, with a specific focus on Arizona State University Housing as a case study. It also explores the potential role that Arizona State University Housing professionals can play in facilitating the flow of essential information to aid in these decision-making processes. Furthermore, it investigates how decisions are formulated in the realm of higher education settings as an integral part of this complex process. In this research study, a new web-based interactive game was created to furnish students with information pertaining to their college housing options. The study then gathered data from student interactions with this game to gain deeper insights into their decision-making behaviors. The findings of this study revealed that although students possessed a fundamental understanding of the implications associated with their university housing choices, various external factors and influences played a significant role in how they applied this knowledge to their individual housing decisions. Surprisingly, students exhibited unforeseen behaviors during surveys and interviews, shedding light on the intricacies of their decision-making processes. As an action research project, this study also provided the opportunity to explore how professionals make decisions in the design of the innovation. By documenting the design process, this research provides valuable insights into the tendency of university staff to adopt isomorphic patterns and their reliance on both student decision-making and research on student development as essential components of their decision-making framework. Based on the findings, recommendations for universities are as follows: (a) prioritize personalized and in-person communication with students to better understand their unique needs and preferences; (b) take into consideration the impact of external factors, such as the COVID-19 global pandemic, on students’ college-going behavior, and housing decisions; (c) intentionally integrate theoretical perspectives to inform and guide staff decisions, ensuring a more holistic and informed approach; and (d) counteract the tendency toward isomorphic decision making by fostering an environment that encourages competitive nonconformity, enabling innovative solutions to emerge.
ContributorsDAngelo, Carmen (Author) / Gee, Elisabeth (Thesis advisor) / Graves Wolf, Leigh (Committee member) / Radatz, Alecia (Committee member) / Arizona State University (Publisher)
Created2023
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
This action research study investigates the outcomes and barriers to persistence for adult learners in a medical assisting program at a private Catholic college in central Iowa. The research compares the impact of a work-based learning track and a traditional learning track to understand how the differences in the learning track support adult learners' andragogical preferences, reduce barriers, and helps students graduate, persist, and pass their licensure exam.A review of the existing scholarly, theoretical, and empirical research suggests several optimal ways to deliver adult education and many alternative learning models designed to support adult learners’ unique needs and life experiences. Andragogical principles help explain the differences between adult learners versus children and their preferences and priorities that shape their orientation toward learning. These principles, combined with the experiential learning theory, offer theoretical support for developing alternative learning paths such as work-based learning.
Utilizing a mixed-method action research design, 51 current students, graduates, and stop-outs provided feedback through a survey, and four individuals from the same respondent group engaged in a virtual interview. Students in the work-based learning track reported feeling better prepared for their licensure exam, had a more positive overall experience, and found the program less challenging compared to their counterparts in the traditional pathway. Additionally, institutional data was evaluated and adults in the work-based learning track had higher rates of persistence, graduation, and licensure pass rates.
The study illuminates that combining education with on-the-job training in the form of work-based learning has significant benefits for adult learners when compared to a traditional learning track that dominates much of modern academia. The research findings highlight the importance of embracing andragogical principles when designing adult education specifically, their intrinsic motivation and orientation to learning. This is a strength of a work-based learning model as students can reinforce classroom learning with hands-on training, facilitating the cycle of learning through concrete experiences and active experimentation. The medical assisting work-based learning track also alleviates common challenges to student persistence, such as tuition costs, by involving employers in financing students' education in exchange for a work commitment post-graduation.
ContributorsRomkey, Matt (Author) / Gee, Elisabeth (Thesis advisor) / Wilson, Wesley (Committee member) / Meyer, John (Committee member) / Arizona State University (Publisher)
Created2023