Matching Items (40)
Description
Given the current focus on high-stakes accountability in America's public schools, this study examined teacher evaluation specific to physical education. This study revealed current teacher evaluation practices used in physical education, perceptions of school administrators related to the value of the physical education evaluation process, and the perceptions of the physical education teachers related to the value of the evaluation process. The first phase of this study was an interpretive document analysis study conducted on four separate teacher evaluation systems commonly used within the public school system to evaluate physical education teachers. Those four systems were: Marzanos teacher evaluation model, Danielson framework for teaching (FFT), Rewarding Excellence in Instruction and Leadership (REIL), and Teacher Advancement Program (TAP). A separate evaluation instrument specific to physical education created by the National Association of Sport and Physical Education (NASPE) was used as a comparative evaluation tool. Evidence suggests that two of the four teacher evaluation systems had a high percentage of alignment with the NASPE instrument (TAP 87.5%, FFT 82.5%). The Marzano teacher evaluation model had the least amount of alignment with the NASPE instrument (62.5%). The second phase of this study was a phenomenological approach to understanding administrators' and physical education teachers' perceptions to teacher evaluation specific to physical education. The participants in this study were administrators and physical education teachers from an urban school district. An informal survey and formal semi-structured interviews were used to reveal perceptions of teacher evaluation specific to physical education. Evidence from the administrator's informal survey and formal semi-structured interviews revealed four common themes: (1) "I value PE, but I live in reality" (administrators value physical education, but practice in reality); (2) "good teaching is good teaching"; (3) "I know my limitations, and I want
eed help" (relative to teacher evaluation in PE); and (4) where's the training beef? Evidence from the physical education teacher's informal survey and formal semi-structured interviews revealed three common themes: (a) physical education is valued, but not prioritized; (b) teacher evaluation in physical education is "greatly needed, yet not transparent; (c) physical educators are not confident in their evaluator.
eed help" (relative to teacher evaluation in PE); and (4) where's the training beef? Evidence from the physical education teacher's informal survey and formal semi-structured interviews revealed three common themes: (a) physical education is valued, but not prioritized; (b) teacher evaluation in physical education is "greatly needed, yet not transparent; (c) physical educators are not confident in their evaluator.
ContributorsNorris, Jason (Author) / Van Der Mars, Hans (Thesis advisor) / Beardsley, Audrey (Thesis advisor) / Kulinna, Pamela (Committee member) / Arizona State University (Publisher)
Created2014
Description
This research is a reversal of the traditional concept of the student-teaching research experiment. Instead of studying the clear and stated goal of an apprenticeship, that of a pupil learning from the tutelage of a master, the focus here is on what a mentor-teacher learns from a student-teacher. During the act of teaching a novice, what can a mentor-teacher learn about her own practice, while demonstrating it to a pre-service teacher? Using the conceptual framework of the National Board for Professional Teaching Standards' Architecture of Accomplished Teaching, and using it within a framework centered around cognitive coaching and reciprocal mentoring, this action research study implemented an intervention that called for series of five cognitive coaching cycles between a mentor- and student-teacher designed to foster dialogue and reflection between them. The ultimate aim of this case study was to help determine what a mentor-teacher learned about her own practice as a result of mentoring a student-teacher. Qualitative data were collected over sixteen weeks in a charter high school. Five findings were identified created after the data were analyzed using a grounded theory approach, and four conclusions were drawn about the intervention's role in the mentor-teacher's reciprocal learning.
ContributorsMcCloy, Daniel (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2011
Description
Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts integration is a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. However arts integration is not easy work. It takes a great deal of planning and collaboration. In this action research study, I take the perspective of a social artist, a facilitator, who offers a framework for a group of teacher participants to dialogue, collaborate and share ideas and skills to develop arts integrated products to share with others. Utilizing a mixed methodology approach, the findings of this action research study revealed that the intervention had a positive impact on the participants. Though there were some set backs, participants reported more dialogue and shared experiences about arts integration on a daily basis, more dialogue about new arts integrate ideas, and an increased sense of collaboration in developing arts integrated products. Furthermore, the Knowledge Construction Model (KCM) concept had strength as a potential professional development model for teachers and schools interested in growing their arts integration practices.
ContributorsBenson, Robert Jason (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Santarelli, Denton (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study describes how the concept of “community” is framed in traditional public and charter high school guiding statements and interviews with school leaders. Guiding statements from public high schools in Arizona were analyzed and interviews were conducted with principals from traditional public schools and charter school principals. The findings suggested similarities between traditional public high schools and charter high schools in their framing of the concept of community, suggesting that schools are loosely coupled to state and federal education departments in particular, and to varying degrees at the district level: The guiding statements and high school leaders generally distinguished between the “school as community” frame inside the school and the “the local community” frame focused on the community outside of the school. Both traditional public high schools and charter schools emphasized the importance of both frames and their connections with “the local community.” Differences between traditional public schools and charter schools were observed, as schools appeared to attempt to legitimize themselves in different ways to the communities they are located in. Despite open enrollment policies leading to inter-district enrollment, traditional public schools have a mandate to primarily serve students from a specific area and were framed in the guiding statements and by school leaders as being part of and serving a geographically defined community that they have close ties to, the “school as a member of community” frame. Charter schools, on the other hand, focused on creating and serving a specific educational community characterized by shared interests, ideals, and expectations (‘school as community”) and contributing to the community that the school is located in (“school as a contributor to community”).
ContributorsSchreiber, Constantin (Author) / Fischman, Gustavo (Thesis advisor) / Anderson, Kathrine (Committee member) / Powers, Jeanne M. (Committee member) / Beardsley, Audrey (Committee member) / Arizona State University (Publisher)
Created2018
Description
This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
ContributorsBaca, Evelyn Concepción (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Artiles, Alfredo (Committee member) / Beardsley, Audrey (Committee member) / Casanova, Saskias (Committee member) / Arizona State University (Publisher)
Created2018
DescriptionAn analysis of police reform failure through prior literature and officer feedback.
ContributorsNelson, Wednesday Mae (Author) / Telep, Cody (Thesis director) / Wright, Kevin (Committee member) / School of Criminology and Criminal Justice (Contributor) / Department of Military Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis encompasses research performed in the focus area of structural health monitoring. More specifically, this research focuses on high velocity impact testing of carbon fiber reinforced structures, especially plates, and evaluating the damage post-impact. To this end, various non-destructive evaluation techniques such as ultrasonic C-scan testing and flash thermography were utilized for post-impact analysis. MATLAB algorithms were written and refined for the localization and quantification of damage in plates using data from sensors such as piezoelectric and fiber Bragg gratings sensors. Throughout the thesis, the general plate theory and laminate plate theory, the operations and optimization of the gas gun, and the theory used for the damage localization algorithms will be discussed. Additional quantifiable results are to come in future semesters of experimentation, but this thesis outlines the framework upon which all the research will continue to advance.
ContributorsMccrea, John Patrick (Author) / Chattopadhyay, Aditi (Thesis director) / Borkowski, Luke (Committee member) / Department of Military Science (Contributor) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis encompasses research performed in the focus area of structural health monitoring. More specifically, this research focuses on high velocity impact testing of carbon fiber reinforced structures, especially plates, and evaluating the damage post-impact. To this end, various non-destructive evaluation techniques such as ultrasonic C-scan testing and flash thermography were utilized for post-impact analysis. MATLAB algorithms were written and refined for the localization and quantification of damage in plates using data from sensors such as piezoelectric and fiber Bragg gratings sensors. Throughout the thesis, the general plate theory and laminate plate theory, the operations and optimization of the gas gun, and the theory used for the damage localization algorithms will be discussed. Additional quantifiable results are to come in future semesters of experimentation, but this thesis outlines the framework upon which all the research will continue to advance.
ContributorsMccrea, John Patrick (Author) / Chattopadhyay, Aditi (Thesis director) / Borkowski, Luke (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor) / Department of Military Science (Contributor)
Created2015-05
Description
Stability in Afghanistan has always been and will always be impossible to achieve, so long as Afghanistan remains the most corrupt country on earth, and so long as the nation's illicit drug trade continues to flourish unchecked. Longstanding conflict in Afghanistan has fostered an environment in which the interest of the nation's influential individuals tips more in favor of instability than in favor of creating a peaceful, stable country under the rule of law. Progress in securing the nation and defeating the Taliban insurgents will not win the counterinsurgency campaign alone. Dramatic political and economic reforms are required if the nation is to have a future after the withdrawal of ISAF troops and eventual reduction in foreign aid. Only permanent changes in behavior in the country can have permanent effects on the government, economy, and welfare of the population.
ContributorsPerry, Michael MacMillan (Author) / Roberts, Daniel (Thesis director) / Pagel, Bruce (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / W. P. Carey School of Business (Contributor) / Department of Military Science (Contributor)
Created2014-05
Description
Stability in Afghanistan has always been and will always be impossible to achieve, so long as Afghanistan remains the most corrupt country on earth, and so long as the nation's illicit drug trade continues to flourish unchecked. Longstanding conflict in Afghanistan has fostered an environment in which the interest of the nation's influential individuals tips more in favor of instability than in favor of creating a peaceful, stable country under the rule of law. Progress in securing the nation and defeating the Taliban insurgents will not win the counterinsurgency campaign alone. Dramatic political and economic reforms are required if the nation is to have a future after the withdrawal of ISAF troops and eventual reduction in foreign aid. Only permanent changes in behavior in the country can have permanent effects on the government, economy, and welfare of the population.
ContributorsPerry, Michael MacMillan (Author) / Roberts, Daniel (Thesis director) / Pagel, Bruce (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / W. P. Carey School of Business (Contributor) / Department of Military Science (Contributor)
Created2014-05