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- Creators: Brahms, Johannes, 1833-1897
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As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. The goal of the study was to determine if and how principals were able to accomplish their goals for their school. The principals' leadership styles were examined through a Vortex Leadership Framework that posited principals at the center of a vortex of varying leadership roles, interests, and external forces, including accountability, autonomy, and limited resources. Key findings included (a) high school principals' responsibilities now include selling change to their staff, (b) principals' accountability is limited more by district constraints than by state or federal accountability, (c) principals must contend with rigid one-size fits all accountability standards that do not always meet the needs of their students, and (d) principals' autonomy is tied to their resources, including funding for staffing and programs.
ContributorsBatsell, Holly (Author) / Powers, Jeanne M. (Thesis advisor) / Mccarty, Teresa (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this study the impact of outside the classroom activities and experiences of study abroad participants on cultural attitude change and perceived cultural competence was investigated. Motives to participate, expectations and outcomes of study abroad programs were also explored. The study used a mixed methods approach and was conducted in three parts including an exploratory sequential component followed by a concurrent embedded component. The exploratory sequential component included a photo elicitation project, the results of which contributed both to the results of the study and the development of the questionnaire used in the concurrent embedded component. The concurrent embedded component used a pre and post-test survey design and included a qualitative writing exercise with select participants between the completion of their pre and post-test questionnaires. The results suggest that study abroad participation does result in changes in both participants' cultural attitudes and cultural competency. It was hypothesized that length of time abroad and the cultural distance of the host country would have an influence on the change in cultural attitudes and cultural competency. As found in previous research, length of time abroad was not found to be a major contributing factor to this change when considering the results of the pre and post-test survey. However, the results of the qualitative studies resulted in many questions about the impact of length abroad. Participants in longer-term programs discussed changes in their cultural attitudes in a more complex way than short-term participants. Longer-term participants expressed changes in their cultural competency differently as well, though not in a way that it can be conclusively said they were more culturally competent. The reverse was the case for cultural distance. Cultural distance was a factor in the changes in cultural competency, however not in cultural attitudes when considering the results of the quantitative component. The qualitative results seem to bring up more questions. While shorter-term participants discussed cultural competency differently than longer-term participants, surprisingly the short-term programs had a higher percentage of participants studying in countries with large cultural distance than did long-term programs.
ContributorsPachmayer, Ara (Author) / Andereck, Kathleen (Thesis advisor) / Nyaupane, Gyan (Committee member) / Timothy, Dallen (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT External accountability is embedded in every school system across the United States. This dissertation study focuses on how ten principals negotiate the accountability system placed upon their school by the state of Arizona. The federal accountability policy, No Child Left Behind (NCLB), requires that states use a standardized assessment to document student achievement. Arizona's policy to meet the federal requirements of NCLB is Arizona Learns (AZLearns). AZLearns outlines the formulas for determining which schools are achieving and which schools need to improve. Each school is tagged with a label annually. The labels are Excelling, Highly Performing, Performing Plus, Performing, Underperforming and Failing. The foundation of this study lies in the interpretation, application and negotiation of a school's label by its principal. To investigate the relationship between external accountability and the daily life of a principal, I interviewed ten Arizona elementary school principals. The research questions of this study are: (R1) What effects do external accountability measures have on the development of the organizational capacity of a school? (R2) How do Arizona principals negotiate their school's assigned label in their everyday professional practice? (R3) What are Arizona principals' views of the state accountability process? A qualitative, phenomenological research methodology was used to interview the participants and analyze their stories for common themes. The commonalities that surfaced across the experiences of the principals in response to the labels placed on their school are Accountability, Achievement and Attitude. This study found that Accountability was based on multiple interpretations of policies enforced by the federal government, state or district guidelines and parent or school expectations. Achievement was a result of multiple factors including data collected from test scores, the quality of teachers or instruction and the personal goals of the principals. Attitude was a process embedded in the high stakes testing era, boundaries or conflicts within the location of the school and the personal experiences of the principals. This research is an attempt to share the multiple voices of principals that may lead to alternative meanings or even provoke questions about the labeling system in Arizona schools.
ContributorsMcNeil, David Michael (Author) / Davey, Lynn (Thesis advisor) / Mccarty, Teresa (Committee member) / Donofrio, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre- test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non- humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly.
ContributorsMcCartney Matthews, Melissa Lee (Author) / Danzig, Arnold (Thesis advisor) / Satter Anderson, Kelly (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2011
Description
The term "White flight" and its effects are well documented in large urban city centers. However, few studies consider the same effects on smaller American communities. This case study investigates Lexington, Nebraska, a rural community of approximately 10,000 citizens, that has experienced a population influx of minorities in the last 25 years. The population shift has increased the representation of Hispanic, Asian, and now Somali students in the Lexington Public School system, which, in turn, has been accompanied by a dramatic decrease in White, Anglo students. This study attempts to identify and describe the reasons for the exodus of White students from the public school setting. Possible reasons that might explain the decreases in White student enrollment may include overcrowding in schools, unsafe school environments, and/or less one-on-one attention with classroom teachers.
ContributorsFarnsworth, Joseph C (Author) / Glass, Gene V (Thesis advisor) / Danzig, Arnold (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)