Matching Items (48)
Description
This study examined the experiences of first-generation college students who were enrolled in online degree programs at a traditional brick-and-mortar university located in the western United States. These students were viewed as "double first-generation" because they were not only the first in their family to pursue a bachelor's degree, but were also among the first generation in the history of American higher education to pursue public, postsecondary education in an entirely online format. The research was designed as a multiple methods case study that emphasized qualitative methods. Being exploratory in nature, the study focused on participant characteristics and the ways that they responded to and persisted in online degree programs. Data was collected through research that was conducted entirely online; it included an e-survey, two asynchronous focus groups, and individual interviews that were conducted via Skype. Grounded theory served as the primary method for data analysis, while quantitative descriptive statistics contextualized the case. The results of this study provide a window into the micro- and macro-level tensions at play in public, online postsecondary education. The findings indicate that these pioneering and traditionally underserved students drew from their diverse backgrounds to persist toward degree completion, overcoming challenges associated with time and finances, in hopes that their efforts would bring career and social mobility. As one of the first studies to critically examine the case of double first-generation college students, this study extends the literature in meaningful ways to provide valuable insights for policymakers, administrators, faculty, and staff who are involved with this population.
ContributorsShea, Jennifer Dawn (Author) / Fischman, Gustavo E. (Thesis advisor) / De Los Santos Jr, Alfredo G. (Committee member) / Ewing, Kris (Committee member) / Archambault, Leanna (Committee member) / Arizona State University (Publisher)
Created2013
Descriptionno
ContributorsTrujillo, Gabriel (Author) / Powers, Jeanne (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Baracy, John (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
ContributorsShanahan, Carrie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Schonaerts, Claire (Committee member) / Arizona State University (Publisher)
Created2015
Description
Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders.
ContributorsCleveland, Julie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Lansdowne, Kimberly (Committee member) / Arizona State University (Publisher)
Created2015
Description
This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and depth.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
ContributorsKubasko, Wendy Lynn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Diaz, Rene (Committee member) / Arizona State University (Publisher)
Created2015
Description
This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
ContributorsOlson-Stewart, Kelly (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Hargrove, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.
ContributorsOrtega, Irasema (Author) / Luft, Julie A (Thesis advisor) / Artiles, Alfredo (Committee member) / Baker, Dale R. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
Few would argue that teacher effectiveness is a key lever in education reform and improving the overall quality of public education, especially in poor and working class communities. To that end, the importance of supporting and developing beginning teachers is of utmost importance in education, thus requiring deep understandings of the process of learning to teach. Yet, most conceptions of teacher learning struggle to capture the social, cultural, and historical context of teacher learning, particularly in understanding how learning and the production of knowledge is situated, active, and complex. One example of this limitation comes from the field of research on pedagogical content knowledge (PCK) and its importance in developing effective beginning teachers. This study characterizes beginning teachers' production of PCK within a cultural historical activity theory (CHAT) framework. This study finds that the teachers produce PCK mostly based on their own individual experiences and reflections, receiving little assistance from the structures intended to provide them with support. The self-produced PCK is uneven, underdeveloped, and relies on teachers to use their sense of agency and identity to navigate dissonant and unbalanced activity systems. Over time, PCK production remains uneven and underdeveloped, while the individual teachers find it more and more difficult to bring balance to their activity systems, ultimately resulting in their exit from the activity system of teaching in their district and school.
ContributorsDiaz, Victor H (Author) / Fischman, Gustavo E. (Thesis advisor) / Luft, Julie (Committee member) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2012
Description
Parents die during the lives of their children. If the child is an adolescent, that death will impact the student's education immediately or in subsequent years. Findings show the death of a mother does impact the daughter's education. It is imperative educators are willing to work with the student at the time the death occurs as well as in the ensuing months. Seidman's (2006) three-interview format was used as a template for the interviews of 11 women, ranging in age from 19 to 78 and whose mothers died when the women were adolescents. The interviews were primarily conducted in one sitting, transcribed, and then analyzed for common themes that connected to the research on the topic. Those themes include grieving, the role of caring in education, the role of teacher as the second mother, mother-daughter relationships, and the impact of parent death on schooling. These themes from the data cross cut with thematic strands within the study's theoretical framework: the nurturing and empathetic role of the mother, a desire of the daughter not to be different, and the ethics of caring. Findings in this study reveal that the negative impacts of mother loss are felt in diffuse ways, such as a lack of academic or emotional encouragement. Many women discussed the need and availability of support groups including groups at colleges. One practical implication of these findings is schools need to become caring communities in which caring is the norm for all students and teachers, thereby providing all students with needed support in times of crisis. The implications for further research include the impact of the mother death on the education of daughters, how volunteering with an organization related to the cause of the mother's death assists the daughter and types of programs most important to a student's success in post-secondary education. Adolescents are in a time of great change in their lives, and for a daughter, the loss of a mother has an everlasting, life-changing impact.
ContributorsRatti, Theresa Helen McLuskey (Author) / Mccarty, Teresa L (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Powers, Jeanne M. (Committee member) / Arizona State University (Publisher)
Created2011