Matching Items (37)
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the latter half of the nineteenth century, colleges and universities transformed their thinking of the body as they institutionalized physical education, recreational activities, and especially physical exercise. In this study, I examine the historical discourse on physical exercise and training during this period. I employ the theoretical and methodological practices of Michel Foucault's archeological and genealogical work to write a "history of the present." I challenge the essential narrative of physical fitness on college and university campuses. I also discuss nineteenth century notions of ethics and masculinity as a way of understanding twenty-first century ethics and masculinity. Ultimately, I use the historical discourse to argue that institutionalization of recreation and fitness centers and activities have less to do with health and well-being and more to do with disciplining bodies and controlling individuals.
ContributorsWells, Timothy (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study.
ContributorsMesa-Lema, Liliana (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Medrano, Juan (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching.
ContributorsLucas, Miguel (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Haas, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity through parent report, with children's appraisals of harm to others mediating the relationship between parent-reported conflict intensity and anxiety. Findings from this study outline the importance of assessing conflict and appraisals from the child's perspective as results indicated a higher level of mediating effects of child appraisals in the relation between conflict and child outcomes when assessing conflict from the child's perspective.
ContributorsBeard, Rachelle (Author) / Miller, Paul A. (Thesis advisor) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district were compared prior- and post- a school start time change. Behavioral discipline reports were also examined to determine if earlier start times resulted in more behavioral problems for students. Results indicated minimal changes in academic achievement scores, with some significant differences between school start times when examining students' performance by pass/fail categories. Behaviorally, there were statistically significant differences between school start times with regards to high frequency referrals (i.e., attendance-related and defiance and disrespect towards authority), and total Office Discipline Referrals. Results are discussed in relationship to previous research on sleep and school start times along with the implications for adolescent school performance.
ContributorsBrown, Ashley (Author) / Caterino, Linda C (Thesis advisor) / Balles, John (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2014
Description
Disparities exist among minorities in educational a ttainment. The gap widens when examining access to higher education and persi stence rates among minority males as compared to their white counterparts and minorit y females. The purpose of this action research study was to explore the impact of a recip rocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience f or the purpose of learning about one another's perspectives. This study investigated min ority male persistence within Chandler-Gilbert Community College (CGCC). Persiste nce was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year instit ution working on degree completion. The author used a mixed methods design and used Cri tical Race Theory (CRT) as the theoretical framework by which to examine issues pe rtaining to minority male student perspectives and experiences. The results yielded e ight assertions related to minority male retention and persistence.
ContributorsWendt, Jill Lynette (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Thesis advisor) / Glasper, Rufus (Committee member) / Arizona State University (Publisher)
Created2014
Description
The State of Arizona mandates that students with superior intellect or abilities, or identified gifted students, receive appropriate gifted education and services in order to achieve at levels commensurate with their intellect and abilities. Additionally, the State of Arizona adopted the Arizona College and Career Ready Standards (AZCCRS) initiative. This investigation explores if, according to the perceptions of gifted educators, the AZCCRS support a gifted mathematic curriculum and pedagogy at the elementary level which is commensurate with academic abilities, potential, and intellect of these mathematically gifted students, what the relationships are between exemplary gifted curriculum and pedagogy and the AZCCRS, and exactly how the gifted education specialists charged with meeting the academic and intellectual needs and potential of their gifted students interpret, negotiate, and implement the AZCCRS.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
ContributorsDohm, Dianna (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2014
Description
The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations.
ContributorsPlanck, Jennifer A (Author) / Caterino, Linda C (Thesis advisor) / Stamm, Jill (Committee member) / Cohen, Sylvia A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Learning academic vocabulary is part of the curriculum for elementary students. Many gifted students learn new words easily but do not necessarily feel positive about studying vocabulary at school. They also do not transfer these words to their own writing. This researcher used games in her own fifth-grade classroom to teach vocabulary and measured the use of these words in the students' writing. This study also examined students' attitudes about learning vocabulary through games. This mixed-methods study used quantitative data to study the students' retention of the vocabulary words, their usage of the words in their writing, and their attitude toward playing games to learn vocabulary. The researcher also used qualitative data to measure the students' attitudes toward learning with games. Three different vocabulary games were used and one editing game was used during this 18-week study. Quantitative data from test scores and questionnaire responses were analyzed comparing pre and post responses. Writing samples and word tallies were collected throughout the study. Students learned the definitions of vocabulary words while playing games and retained the meanings after 18 weeks, achieving a mean score on the posttest of 71%. No significant usage of the relevant words in student writing samples was found. Qualitative data from questionnaires and field notes were coded and analyzed. A significant gain was shown in how students felt about studying vocabulary after playing games. This study showed positive results in all areas measured.
ContributorsRagatz, Carolyn Mae (Author) / Carlson, David L. (Thesis advisor) / Gee, Elisabeth (Committee member) / Stamm, Jill (Committee member) / Cash, Richard (Committee member) / Arizona State University (Publisher)
Created2015