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Description
This project highlights the importance of students learning and applying social skills in educational settings for students with ASD. Social stories are one method used for students with autism spectrum disorders (ASD) to integrate social skills instruction in classroom settings. Social stories are designed to help a child learn and respond to social cues for successful social interactions. Although, there is limited research on the effectiveness of social stories, research has demonstrated the effectiveness of peer-mediated learning and the effects of positive peer relationships in inclusive early childhood settings. This project draws on the evidence of peer- mediated learning through the medium of social stories to support students with ASD in school settings. This project is the creation of a double-sided social story picture book designed to teach prosocial peer interactions to students with ASD and to teach their peers to support them in learning the specific social skill. The target skill for this peer-mediated social story is learning how to interact with friends in the classroom by initiating and responding to requests to play. \r\nThe project is unique in that this social story includes a section for the student with ASD and a section to support the peer in their role within the social relationship.
ContributorsGacad, Clare Santos (Author) / Oakes, Wendy (Thesis director) / Bernstein, Katie (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The purpose of this study was to examine the relationship between writing motivation and performance for students in grades three to five, and whether scores differed based on students’ language status, gender, or grade level. Three student language groups were included: (1) emergent bilingual students currently receiving services for English language development (ELD); (2) reclassified bilingual students who had exited ELD programs; and (3) native English-speaking students. The district administered a performance measure and a motivational measure to participating students (N = 1126). Intrinsic and self-regulatory motivation scores were significantly higher for emergent bilingual students (intrinsic M = 2.07; self-regulatory M = 2.48) and reclassified bilingual students (M = 1.99; M = 2.71) than their native English-speaking peers (M = 1.67; M = 2.30). On extrinsic motivation for writing, reclassified bilingual students (M = 2.69) scored significantly higher than both emergent bilingual students (M = 2.49) and native English speaking student (M = 2.57). Fourth and fifth graders scored significantly higher than third graders on extrinsic (M = 2.68, 2.74, 2.31, respectively) and self-regulatory motivation (M = 2.53, 2.59, 2.21 respectively), while only fourth graders scored significantly higher than third graders on intrinsic motivation (M = 1.90, M = 1.76). The only significant difference by gender was found on extrinsic motivation, where girls (M = 2.67) scored higher than boys (M = 2.53). On the district writing test, native English speaking students (M = 5.15) scored significantly higher than both reclassified (M = 4.95) and emergent bilingual students (M = 3.94). Reclassified bilingual students scored significantly higher than emergent bilingual students. In terms of grade, gender, and performance, fifth graders (M = 5.58) scored significantly higher than fourth (M = 4.56) and third graders (M = 4.31), and girls (M = 5.07) scored significantly higher than boys (M¬ = 4.64). Finally, after accounting for significant variance in district writing scores according to language status, gender, and grade (R2 = .22), the motivational incentives for writing significantly predicted an additional 1% of the variance. Findings are discussed according to the Writer(s)-Within-Community model (Graham, 2018).
ContributorsCamping, April (Author) / Harris, Karen R. (Thesis advisor) / Graham, Steve (Thesis advisor) / Kaveh, Yalda (Committee member) / Marley, Scott (Committee member) / Arizona State University (Publisher)
Created2021
Description
This study examined and compared language ideologies and attitudes among dual language program (Spanish-English) graduates regarding their use of Spanish and perceptions of their bilingual education experience through surveys and semi-structured interviews. Drawing from the theory of ideology, data was analyzed using both quantitative and qualitative methods. Surveys were divided into two sections and contained 30 Likert-style items related to participants’ attitudes regarding Spanish, English, bilingualism and their experiences in the dual language program. Interviews, which were 40-60 minutes in length, were coded in two cycles based on general themes related to dual language graduates’ experiences in the dual language program and language attitudes and ideologies. Patterns among codes were identified, analyzed and compared with quantitative findings to create major themes. Findings reveal that graduates generally consider themselves bilingual and had both positive and negative experiences in the program. Additionally, dual language graduates exhibit conflicting attitudes and ideologies regarding monolingualism, standardization and the value of bilingualism. Finally, results indicate a difference in the experiences of the Latinx and non-Latinx students, which have implications regarding the equity of the dual language program. Findings from this study give insight into the experiences of dual language graduates, an area that has received little attention, and provides insight into the issues regarding educational and attitudinal outcomes in bilingual contexts, specifically in dual language programs. Pedagogical implications are discussed as related to the most salient themes identified in this research.
ContributorsLenz, Ashley (Author) / Beaudrie, Sara (Thesis advisor) / Cerron-Palomino, Alvaro (Thesis advisor) / Gradoville, Michael (Committee member) / Kaveh, Yalda (Committee member) / Arizona State University (Publisher)
Created2022
Description
Parental rights bills are pieces of legislation that detail and lay out the rights and abilities that parents have in the educational systems in the United States. After diving deeper into the history and effects of parental rights bills historically throughout the nation as well as what factors contribute to the passing of parental rights bills, I take a closer look at the specific parental rights bill that is central to my analysis: Arizona House Bill 2161. I conducted a thorough analysis of the transitivity of the bill paying close attention to who the actors were and the type of process they were conducting. Then, I singled out all the modals and the abilities they were depicting. As a result of both methods, I found that parents are given exclusive and undeniable control over their children’s education. Additionally, I found that students are cast to the side and their voices are swept under the rug as they have no modals and are never the actor - only the clients.
ContributorsCrookenden, Hadley (Author) / Bernstein, Katie (Thesis director) / Kaveh, Yalda (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12
Description
This dissertation study investigated how Somali refugee families living in Nairobi, Kenya experience and negotiate their religious and secular identities through literacies. This study provided detailed experiences and reflections of individuals––children and parents about their literacies. The children in this study learned to read in English and Kiswahili in school, and they learned to read in classical Arabic—three languages they do not speak at home. The study explored Qur’anic schools which literacy researchers have long overlooked, yet these are spaces that shape many children’s rich multilingual, multiliterate, and multiscriptual repertoires while, at the same time, shaping and negotiating their fluid identities. Three themes, literacy as social practice, liturgical literacy, and funds of knowledge offered a complimentary lens through which this community was studied. Literacy, as a social practice, demonstrates how certain social groups use specific socially constructed literacies within specific contexts to achieve various goals. The concept of liturgical literacy foregrounds how minority languages, such as Classical Arabic, have great symbolic value for communities, including those who neither speak nor understand the language, while funds of knowledge conceptualize the knowledge and related activities present in homes that have the potential for contributing positively to children’s learning. Using the ethnographic methodology, this inquiry spanned six sites and focused on participants during their interactions with literacy, orality, and text for eight months. The study occurred in three homes, two Dugsis, and one school site. A rich description of the community was achieved by presenting language and literacy practices in a multi-sited ethnography. This dissertation ultimately also offers contemporary relevance: investigating a community whose literacies are invisible, minoritized, and marginalized, and aimed to inform educational researchers, policymakers, and teachers who are devoted to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, this research has important implications for teacher preparation, theories of language learning, and literacy education.
ContributorsMohamed, Saida Hussein (Author) / Bernstein, Katie (Thesis advisor) / Warriner, Doris (Thesis advisor) / Arizona State University (Publisher)
Created2023
Description
As critical approaches to Heritage Language (HL) instruction are increasingly more widespread, it is now more pertinent than ever to conduct research on Spanish linguistic variation that reveals systematicity and refutes hegemonic notions of ‘incorrectness’. This variationist study examines the use and distribution of the Preterite and Imperfect past tenses in Spanish. The study analyzes 30 bilingual English Spanish speakers who reside in southern and central Arizona by using sociolinguistic interviews from two Arizona corpora. The data provided by these interviews was analyzed using the Rbrul and Rstudio software. The linguistic factors analyzed were aspectual interpretation, clause type, grammatical person and number, verb lemma and verb frequency. By the same token, the extralinguistic factors analyzed were generation, language dominance, age and sex. The findings in this study reveal distribution of the Preterite and Imperfect in the data revealed that both forms were used at nearly equal rates with the Preterite (53.7%) being used slightly more than the Imperfect (46.3%). The results of the quantitative analysis revealed that in order of magnitude, aspectual function, generation, and frequency of the verb were the predictors that favored the Preterite and the Imperfect. While the majority of Preterite and Imperfect uses adhered to the canonical uses of these forms, an interaction between generation and aspectual function showed significance when the Preterite is used with a habitual aspectual function by both the second and third generation. These results show that the Preterite and Imperfect carry a degree of variation that goes beyond the traditional understandings of these forms. Lastly, the results of this study emphasize the need for additional research that aids in the understanding of the characteristics of US Spanish to dispel misconceptions about the Spanish spoken in the U.S by all, especially HL speakers. It is only by understanding the evolution of the Spanish in the US that researchers and instructors can contribute to a critical language awareness in HL instruction that revindicates their ways of speaking.
ContributorsDel Carpio, Leslie (Author) / Beaudrie, Sara (Thesis advisor) / Cerron-Palomino, Alvaro (Thesis advisor) / Gradoville, Michael (Committee member) / Carvalho, Ana M (Committee member) / Arizona State University (Publisher)
Created2022
Description
This qualitative study explores the perspectives of six Indigenous learners and two instructors to analyze and reconceptualize pedagogical practices in the Spanish as a Heritage Language (SHL) classroom. Although there have been numerous proposals and perspectives that have successfully incorporated the sociopolitical realities of SHL learners, there is progress to be made to better understand the multifaceted identities of learners and instructors in the Latinx community. Thus, the perspectives of Indigenous learners and pedagogues are necessary to not only acknowledge but to meet the needs of a part of the Latinx community that is often erased by centering mestizaje. Thus, the present study utilizes Critical Latinx Indigeneities (CLI) as a framework to uncover salient themes in the individual testimonios, sharing circles, and written reflections of these eight Indigenous instructors and learners that have taken and/or taught an SHL course. The findings in this study indicated eight prominent themes: 1) dynamic identity development and identity negotiation, 2) connections between language and identity, 3) impacts of anti-Indigenous discrimination among Latinx people, 4) maneuvering language and identity in K-12 education, 5) implications of teachers’ positionalities and practices, 6) discrepancies on knowledge and holders of knowledge, 7) inclusion of indigeneity in SHL courses, and 8) tensions between taking/teaching SHL courses and being Indigenous. Additionally, pedagogical suggestions and reflections are offered alongside a discussion on the concept of allyship. By foregrounding Indigenous Latinxs, I argue that decolonial theory and praxis, based on Indigenous ways of being and knowing, can lead to crucial advancements in SHL Education. By extending the theoretical boundaries of critical pedagogies in SHL Education, we can begin to dismantle deficit- based orientations to researching and teaching SHL learners with dynamic and racially diverse identities. This study has the potential to make an invaluable contribution by disrupting ongoing settler colonial logics that persist in language education by offering pedagogical considerations from Indigenous instructors and learners that would result in an increasingly inclusive Spanish classroom in which Latinxs of varied backgrounds can thrive.
ContributorsOchoa, Valeria Alejandra (Author) / Beaudrie, Sara (Thesis advisor) / Gradoville, Michael (Committee member) / O'Connor, Brendan (Committee member) / Arizona State University (Publisher)
Created2022
Description
Elective cosmetic surgery has grown more popular in the last several decades, including procedures specifically targeted at older adults and anti-aging. The aim of this study is to better understand elective cosmetic surgery rationale for older adults. The first part of the study summarizes literature on elective cosmetic surgery for older adults and determines what factors influence the desire for elective cosmetic procedures. From the research databases PubMed, JSTOR, and ScienceDirect, eighteen sources were referenced in the final review. The review found that there are differences in sociocultural views of men and women as they age as well as internal views of aging. The modest number of studies used in the literature review reflect a current gap in current research studying elective cosmetic surgery in older adults. For the second part of the study, data was collected from a 2018 survey designed to better understand aging, body image, and subjective age. The survey was limited to individuals living in the United States aged 40 and above and was deployed through MTurk (Mechanical Turk). A total of 1199 responses were received. Only participants 55 years and above are included for the purpose of this study. Most participants who answered the question for elective cosmetic surgery rationale answered that their primary rationale is to reduce age-related physical markers. For participants identifying as female, nine percent cited self-esteem as their rationale while no male-identifying participants responded similarly. Future research can include questions on internal and external factors older adults feel have the greatest impact on their decision to have elective cosmetic procedures.
ContributorsSirilan, Angeli (Author) / SturzSreetharan, Cindi (Thesis director) / Bernstein, Katie (Committee member) / Agostini-Walesch, Gina (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor)
Created2022-12
Description
The U.S Census Bureau (2018)’s report calculated that from the total Latinx population, 11.6 % of this community has a Bachelor of Arts. The report also estimated that less than half of the Latinx students who begin pursuing higher education would eventually earn their degrees. Given the Spanish Heritage Language (SHL) field’s fast-paced growth, Carreira (2007) argued for the field to get involved in reducing the Latino Achievement Gap since this gap has severe consequences in students’ lives. The objective of the current study is to analyze 1. What types of capital do SHL students bring to the upper-division university course? 2. How do the types of capital that SHL students bring to the upper division university course shaped by the end of the course? And 3. How do SHL students understand the knowledge they bring to the course and 3.1. How do they see the course having shaped their knowledge by the end of the semester? The data collected via semi-structured interviews and student reflective journals were coded using thematic analysis (Seidman, 2013) and Yosso’s (2005; 2013) six types of capital. The findings show that the course helped students gain linguistic confidence, reinforcing their linguistic capital. Also, students developed their Critical Language Awareness, which strengthens their resistant and aspirational capital. Students also mentioned that the assignments and discussions validated their sense of belonging at ASU increasing their navigational capital. This data reflects how the SHL classroom leads students to strengthen their linguistic capital and gives them the tools to reinforce their familial, navigational, resistant, and aspirational capital. These findings point out the different ways SHL courses support students along their academic journey and provide insights into how SHL educators could contribute to narrow the Latino Achievement Gap.
ContributorsAmezcua, Angelica (Author) / Beaudrie, Sara (Thesis advisor) / Bernstein, Katie (Committee member) / Gradoville, Michael (Committee member) / Velazquez, Isabel (Committee member) / Arizona State University (Publisher)
Created2021
Description
Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in K-12 contexts. However, challenges may exist in attaining content-integrated language learning goals, designing engaging and efficient language learning tasks, or implementing game-mediated activities in classroom settings. Prior research has suggested an enhanced result in facilitating language learning as well as promoting student participation when combining some of these existing approaches. What is missing is an attempt to blend all three approaches which may lead to a synergistic way of utilizing task-based, game-mediated activities to help achieve the goals of content-integrated language learning. To address this gap in current literature and field practice, I proposed a game-mediated dual learning instructional model that aims to conceptually and practically discuss various ways of blending these aforementioned approaches. In addition, I adopted two analytical frameworks—a close analysis of language-related episodes and a three-step multimodal analysis of learners’ participation—to provide empirical evidence for participants’ language production and multimodal participation during a game-mediated project. This qualitative-driven study took place in a physics class in an independent high school in the northeastern U.S. from January to March 2022. Data sources for the project included (1) audio and video recorded data, and (2) observational data such as student-oriented notes taken during the stay at the research site. The findings of this project illustrate the diverse opportunities for language learning through participating in collaborative, game-mediated, and task-based activities. The findings also suggest that participants adopted multimodal ways of communication when engaging in these activities. This project contributes to the literature on game-mediated second and foreign language education by adopting an interdisciplinary approach to propose a new way of integrating several pedagogical approaches, while also providing an empirical account of this instructional model.
ContributorsGao, Yuchan (Author) / Gee, Elisabeth R. (Thesis advisor) / Bernstein, Katie (Committee member) / Reinhardt, Jonathon (Committee member) / Sykes, Julie (Committee member) / Arizona State University (Publisher)
Created2023