Matching Items (16)
Description
As an aspiring educator pursuing a degree in education, hours have been spent observing, visiting, and working in classrooms of elementary schools. In this time, it has become apparent that social studies and science are not a priority within classrooms or even schools as a whole. This dilemma caused extreme disconnect, amongst students, throughout the common and crucial science and social studies standards that should be taught and implemented daily by law. These content experiences, especially in science, expose students to skill sets and themes that are highly desired throughout higher education, the career world, and for the well-being and longevity of planet Earth.
As a solution to this problem, I created an after school program to provide staff and myself additional time to implement such curriculum and expand the depth of knowledge that students are exposed to. This positive additional time to the educational day, was able to come to life through a grant that I wrote and received to transport students from their elementary school to a local greenhouse. At the greenhouse, I was able to create a series of lessons focused on the resources needed for gardens and plant production. Through these lessons, I utilized inquiry based lesson plans to provide me with a template that was unique from typical lessons taught at school. Through these hands on experiences in our club, students were able to work at their own pace and learn about resources, soil, water, pollinators, and parts of a flower.
As a solution to this problem, I created an after school program to provide staff and myself additional time to implement such curriculum and expand the depth of knowledge that students are exposed to. This positive additional time to the educational day, was able to come to life through a grant that I wrote and received to transport students from their elementary school to a local greenhouse. At the greenhouse, I was able to create a series of lessons focused on the resources needed for gardens and plant production. Through these lessons, I utilized inquiry based lesson plans to provide me with a template that was unique from typical lessons taught at school. Through these hands on experiences in our club, students were able to work at their own pace and learn about resources, soil, water, pollinators, and parts of a flower.
ContributorsRafidi, Kaitlynn (Author) / Merritt, Eileen (Thesis director) / Walters, Molina (Committee member) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
A unit plan was created to address a need to educate and create awareness of local foods to elementary aged students. After researching local foods and problem based learning, information was consolidated and developed into a comprehensive unit plan that serves as a teacher resource guide. This unit plan was created to provide information, tools, and resources for upper elementary students from 4th to 6th grade to learn about local foods in hopes of impacting student health and knowledge as well as building a foundation for their future eating habits. Another goal of this unit plan focuses on promoting students' awareness of local foods within their community and the benefits of buying locally in general. This unit contains seven lessons aligned to the current Arizona state standards that have creative and engaging activities ranging from socratic seminars, creating a brochure, and performing skits. Each lesson contains student objectives, clearly laid out lesson plans, and the majority of supplemental materials included such as videos, handouts, Google slides, and photographs. These lessons were planned with the intention of being able to be realistically taught in a 45-60 minute class period and laid out in a way that would be easy for teachers to read and then teach without much preparation. Simple and effective assessments are integrated throughout the unit and provide a means of tracking student progress and understanding of concepts. This unit plan is designed to engage students and plant ideas in their heads about where their food comes from and how learning about local foods can be beneficial for their community and their health.
ContributorsNoe, Karlee Elizabeth (Author) / Merritt, Eileen (Thesis director) / Watanabe, Lynne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Circles of Sustainability is a self-evaluation tool designed to build educator capacity in K-12 schools seeking sustainability solutions. Based on the Sustainable Schools Challenge Handbook from Memphis, Tennessee, Circles of Sustainability considers environmental impact and efficiency, a healthy and safe school environment, sustainability and environmental education, and engagement and empowerment as four key pillars of whole-school sustainability. Each pillar is composed of elements and rubric items, which are reviewed, totaled, and colored in on the front page of the tool to help educators visualize and evaluate the current state of sustainability at their school. Since its first iteration completed in May 2017, the tool has been used by 300 educators throughout the United States during ASU's Sustainability Teachers' Academy (STA) workshops. Circles of Sustainability is completed as part of an activity called "Evaluating Your Community," where educators complete the tool and then brainstorm sustainability projects and solutions for their school and community. This paper is a review and discussion of the research, informal feedback and formal feedback used to create the second iteration of the tool. A second iteration of the tool was created to make the tool more user-friendly and ensure each pillar, element, and rubric item are based in research. The informal feedback was conducted during STA workshops in Tempe, Arizona; Abingdon, Virginia; Princeton, New Jersey; Chicago, Illinois; Los Angeles, California; Tucson, Arizona; and Charlotte, North Carolina. The formal feedback was conducted using a survey distributed to teachers who participated in the Tucson and Charlotte workshops. Overall, educators have responded positively to the tool, and the second iteration will continue to be used in future STA workshops throughout the United States.
ContributorsColbert, Julia (Author) / Schoon, Michael (Thesis director) / Merritt, Eileen (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This three-essay dissertation examines how local governments manage sustainability policies/practices and how these actions are shaped by their organizational, social, and institutional environment. The first essay uses a 2015 Local Government Sustainability Practices Survey to investigate how social media shapes government sustainability plan and how its impact differs from other participatory mechanisms such as public hearings and advisory committees. Drawing from a theoretical framework of individualism-collectivism, the second essay uses data on local governments in the U.S. and Japan to conduct a cross-national comparative analysis. The study finds that governments embedded in a more individualism-oriented culture are more likely to adopt environmental management practices when facing growing external pressures. The final essay uses contingency theory to provide a dynamic view of how sustainability policies might be effectively integrated into the government’s working routines. It finds that the ways through which responsibility delegation affects policy implementation are contingent upon the government’s structural and cultural arrangement. Taken together, the dissertation coincides with the growing interest among public managers and researchers in enhancing government sustainability performance and outcomes. It provides an integrated and comprehensive investigation of the organizational, social, and institutional factors that shape the development and execution of sustainability policies and practices.
ContributorsChen, Yifan (Author) / Bretschneider, Stuart (Thesis advisor) / Darnall, Nicole (Committee member) / Mossberger, Karen (Committee member) / Stritch, Justin (Committee member) / Arizona State University (Publisher)
Created2022
Description
For decades, understanding the complexity of behaviors, motivations, and values has interested researchers across various disciplines. So much so that there are numerous terms, frameworks, theories, and studies devoted to understanding these complexities and how they interact and evolve into actions. However, little research has examined how employee behaviors translate into the work environment, particularly regarding perceived organizational success. This study advances research by quantitatively assessing how a greater number of individual employees’ pro-environmental behaviors are related to the perceived success of environmentally sustainable workplace activities. We have concluded that the more pro-environmental behaviors an employee embodies, the more positively they perceive the success of their local government's sustainable purchasing policy. Additionally, other factors matter, including organizational behaviors, like training, innovation, and reduction of red tape.
ContributorsFox, Angela (Author) / Darnall, Nicole (Thesis advisor) / Bretschneider, Stuart (Committee member) / Behravesh, Shirley-Ann (Committee member) / School of Sustainability (Contributor)
Created2022-04-19
Description
Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence.
ContributorsPapenfuss, Jason (Author) / Merritt, Eileen (Thesis advisor) / Manuel-Navarrete, David (Thesis advisor) / Eckard, Bonnie (Committee member) / Cloutier, Scott (Committee member) / Arizona State University (Publisher)
Created2019
Description
This dissertation examines whether participatory budgeting (PB) processes, as a case of participatory governance and an innovative approach to local governance, promote inclusive and deliberative government decision-making and social justice outcomes. The first chapter introduces the case of the dissertation, PB in the city of Seoul, South Korea. It reviews the history of PB and the literature on PB in South Korea and discusses three issues that arise when implementing legally mandated PB. The second chapter explores whether inclusive PB processes redistribute financial resources even without the presence of explicit equity criteria, using the last four years of PB resource allocation data and employing multi-level statistical analysis. The findings show that having a more inclusive process to encourage citizen participation helps poorer districts to win more resources than wealthier ones. The third chapter is a follow-up exploratory study; the possible reasons behind the redistributive effects of PB are discussed using interview data with PB participants. The findings suggest that the PB process could have been redistributive because it provided an opportunity for the people living in the comparatively poorer neighborhoods to participate in the government decision-making process. Additionally, when scoring proposals, participants valued ‘needs’ and ‘urgency’ as the most important criteria. The last chapter examines the 32 PB meetings in order to find the combinations of conditions that lead to a deliberative participatory process, employing qualitative comparative analysis (QCA). This dissertation contributes to the field of public management, and particularly participatory governance by providing a review of the literature on PB in South Korea, presenting empirical evidence on the redistributive effect of PB without explicit equity criteria, and finding the combinations of meeting conditions that could be used to promote deliberation in the context of PB.
ContributorsNo, Wŏn (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Bretschneider, Stuart (Committee member) / Johnston, Erik W., 1977- (Committee member) / Hsueh, Lily (Committee member) / Arizona State University (Publisher)
Created2018
Description
Research and Development (R&D) tax credits are one of the most widely adopted policies state governments use to incentivize R&D spending by firms operating in a state. R&D spending is associated with increases in firm productivity, innovation, and higher wages. However, most studies into these tax credits examine only the effect the credit has on firm-based R&D spending and assume the increases in R&D spending mean states are receiving the social and economic benefits endogenous growth theory predicts. This dissertation connects R&D tax credits with the expected outcomes of R&D spending increases to evaluate the efficacy of the tax credits. Specifically, the dissertation connects R&D tax credits to the movement of researchers between states, innovative activity, and state fiscal health. The study uses a panel of U.S. PhD graduates and a fixed-effects linear probability model to show R&D tax credits have a small but statistically significant impact on PhDs moving to states that have the tax credit. Using a structural equation model and a latent innovation variable, the dissertation shows R&D tax credits have a small but significant impact on innovative activity mediated by R&D spending. Finally, the dissertation examines the effect of R&D tax credits on a state’s short- and long-run fiscal health by using a distributed lag model to illustrate R&D tax credits are associated with decreases with fiscal health.
ContributorsSelby, John David (Author) / Bretschneider, Stuart (Thesis advisor) / Bozeman, Barry (Committee member) / Siegel, Don (Committee member) / Swindell, David (Committee member) / Arizona State University (Publisher)
Created2020
Description
One of the theoretical cores and values of good governance is the accountability of public employees, where the citizens expect the public employees to maintain professional standards, avoid conflicts of interest, respect the principles of fair and impartial treatment, and use public money wisely. However, are these unique moral standards to which only public employees are held? The dissertation seeks to examine how the public evaluates the unethical behaviors of public and private leaders differently to better understand the sources of public and private sector differences in the public’s normative evaluations.
Based on a randomized online vignette experiment with 1,569 respondents residing in the United States collected in Amazon’s Mechanical Turk platform, the dissertation confirms that public authorities face different levels of public tolerance relative to business managers. More specifically, the unethical behaviors of a public manager are less likely to be tolerated than the same misconduct of a business manager, while ethical offenses of elected officials are least likely to be tolerated by the public. However, the public is relatively much less tolerant of public managers’ and elected officials’ petty violations relative to business managers than they do for more egregious violations of public authorities.
The dissertation further finds that public evaluations are contingent upon the respondents’ work experience in different sectors. Individuals working in government are more likely to be tolerant of petty unethical behaviors, regardless of whom they evaluate, but they become much less tolerant of public managers’ and elected officials’ grand ethical violations. The longer individuals work in for-profit organizations, the less likely they are to tolerate public authorities’ petty violations of organizational rules while consistently being more accepting of the unethical behaviors of business managers.
Using an experimental design, the dissertation finds the importance of a fair and legitimate use of tax money in the public’s moral evaluations of public leadership and further discusses the potential sources of public skepticism of the public sector. Furthermore, the public and private sector comparison provides theoretical and practical implications for ethics reform in the era of collaborative governance.
Based on a randomized online vignette experiment with 1,569 respondents residing in the United States collected in Amazon’s Mechanical Turk platform, the dissertation confirms that public authorities face different levels of public tolerance relative to business managers. More specifically, the unethical behaviors of a public manager are less likely to be tolerated than the same misconduct of a business manager, while ethical offenses of elected officials are least likely to be tolerated by the public. However, the public is relatively much less tolerant of public managers’ and elected officials’ petty violations relative to business managers than they do for more egregious violations of public authorities.
The dissertation further finds that public evaluations are contingent upon the respondents’ work experience in different sectors. Individuals working in government are more likely to be tolerant of petty unethical behaviors, regardless of whom they evaluate, but they become much less tolerant of public managers’ and elected officials’ grand ethical violations. The longer individuals work in for-profit organizations, the less likely they are to tolerate public authorities’ petty violations of organizational rules while consistently being more accepting of the unethical behaviors of business managers.
Using an experimental design, the dissertation finds the importance of a fair and legitimate use of tax money in the public’s moral evaluations of public leadership and further discusses the potential sources of public skepticism of the public sector. Furthermore, the public and private sector comparison provides theoretical and practical implications for ethics reform in the era of collaborative governance.
ContributorsJung, Jiwon (Author) / Bozeman, Barry (Thesis advisor) / Bretschneider, Stuart (Committee member) / Corley, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2020