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- Creators: College of Liberal Arts and Sciences
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Description
Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of Pedagogical Content Knowledge to examine (a) how pre-service teachers developed unit planning practices using the Backward Design framework and (b) the pedagogical teaching practices used as they implemented the unit plan in the classroom. During the student teaching course, pre-service teachers received instruction on how to use the Backward Design framework to plan a unit of instruction to implement in their placement classroom. Results from the mixed-methods study provided evidence that Backward Design was an effective way for pre-service teachers to plan instruction. Results from the study indicated that implementing and reflecting on lessons taught from the unit plan contributed to the pedagogical teaching practices used in the classroom. Furthermore, results demonstrated that designing, implementing, and reflecting on the unit plan contributed to a shift in how participants viewed themselves. Through the study, they began to view themselves more as a teacher, than a pre-service student teacher. Keywords: teacher preparation programs, unit planning, instructional practices
ContributorsBoozer, April (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Holmes, Shaun (Committee member) / Arizona State University (Publisher)
Created2014
Description
Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The study included two mentor/teacher candidate dyads and one university site coordinator. Qualitative and quantitative data were collected from a variety of sources including observations of mentor trainings, teacher candidate lessons, and coaching conversations. Additional data sources included semi-structured interviews with mentors, teacher candidates, and the site coordinator. Analysis of data found that training may contribute to mentor understanding, but other factors matter too. The data also indicated that current training is insufficient at producing all desired mentor behaviors. With respect to the ways that mentors support teacher candidates, this study found that mentors play a multifaceted role, provide ongoing feedback, and employ various strategies during coaching conversations. This study found mentors help teacher candidates see their performance through the eyes of an experienced educator. Modeling and coaching helped teacher candidates improve. This study also suggests a positive, professional relationship between mentor/mentee and certain teacher candidate characteristics such as openness to feedback facilitate learning from a mentor.
ContributorsBorden, Ryen (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Rojas, Michelle (Committee member) / Arizona State University (Publisher)
Created2014
Description
Peer learning is one of the longest established and most intensively researched forms of learning. As a form of peer learning, peer tutoring is characterized by specific role-taking as tutor or tutee with high focus on curriculum content. In the late 18th century, Andrew Bell undoubtedly became the first person in the world to use peer tutoring in a systematic fashion within a school setting. Due to its miraculous success, Bell affirmed that peer tutoring was the new method of practical education and was essential to every academic institution. Early in American education, teachers relied on certain students to teach others (i.e., peer tutoring) but this occurred on an informal, impromptu, as needed basis. This type of peer tutoring lasted well into the 20th century. A recent change in the traditional face of peer tutoring arrangements for U.S. schools has occurred due to more than 30 years of research at four major tutoring centers. Peer tutoring has moved away from an informal and casual approach to a more formal and robust method of teaching and learning. However, at the researcher's high school, peer tutoring was still very casual, informal, and practically non-existent. Consequently, the researcher created a peer tutoring club, and developed, and implemented a peer tutoring program. The researcher conducted a mixed-methods study with design-based research (DBR) as the preferred research design in order to discover what constitutes an ideal peer tutor and an ideal peer tutoring session. The researcher utilized qualitative means to analyze the following data: 1) field notes, 2) impromptu interviews, 3) questionnaires, 4) focus group interviews, and 5) a semi-structured interview. The researcher utilized quantitative means to analyze the following data: 1) sessions tutored survey and 2) archival data (e.g., daily attendance, school records). Analysis of qualitative and quantitative data suggested that the ideal peer tutor was qualified (e.g., desire, character traits, content mastery), trained (e.g., responsibilities, methodologies, procedures), and experienced. Likewise, in addition to having an ideal peer tutor, an ideal peer tutoring session took place in an environment conducive to learning and tutees were prepared and actively participated.
ContributorsJohnson, Brian (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Moore, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID Elective class, designed for students in the academic-middle. In the AVID Elective, students are supported in their efforts to attend four-year universities. A critical aspect of the AVID Elective class is the weekly implementation of AVID Tutorials, ideally led by trained college tutor/mentors.
The purpose of this action research study is to investigate support structures of AVID Tutors beyond the current tutor training system, in order to see how additional methods can contribute to continual improvement of the tutor training system. Findings from this study indicate that expanding current tutor-training practice to include a blended-learning, on-the-job model, might be beneficial for AVID Tutors and AVID Students.
Through a mixed methods action research study, both qualitative and quantitative data collection tools were employed to help understand the effect of additional tutor training supports. Interviews, tutor assignments, observations of tutorials, and pre- and post-tests provide the bulk of the data studied. Further, this study could provide critical information for key AVID stakeholders who seek to offer training to tutors in AVID.
The purpose of this action research study is to investigate support structures of AVID Tutors beyond the current tutor training system, in order to see how additional methods can contribute to continual improvement of the tutor training system. Findings from this study indicate that expanding current tutor-training practice to include a blended-learning, on-the-job model, might be beneficial for AVID Tutors and AVID Students.
Through a mixed methods action research study, both qualitative and quantitative data collection tools were employed to help understand the effect of additional tutor training supports. Interviews, tutor assignments, observations of tutorials, and pre- and post-tests provide the bulk of the data studied. Further, this study could provide critical information for key AVID stakeholders who seek to offer training to tutors in AVID.
ContributorsGarcia, Michael B (Author) / Kulinna-Hodges, Pamela (Thesis advisor) / Carlson, David (Committee member) / Johnston, Dennis (Committee member) / Arizona State University (Publisher)
Created2018
Description
Although significant progress has been made in terms of LGBT rights in the United States, the topic has still remained one of the most prevalent and divisive issues in recent history. In Arizona, this prevalence and divisiveness has been illustrated through the state's civil rights and legislative history. Additionally, the importance of this issue is highlighted by the incidents of discrimination and bullying towards LGBT students in Arizona's schools. With this in mind, it was critical to conduct an exploratory historical analysis of LGBT rights in Arizona to better understand the recent history and current climate towards the LGBT community in the state. To explore this issue, the data consisted of reports on the fiscal impact of adopting LGBT-friendly policies, reports on LGBT health and well-being, reports on the school climate, court cases, pieces of legislation, opinion polls, news articles, and opinion pieces. This data on LGBT rights in Arizona was then codified, summarized, and analyzed using Axel Honneth's theory of recognition. Through the application of Honneth's theory to the data, it was possible to examine the history of recognition and misrecognition towards the LGBT community in Arizona. In total, there were six identifiable areas that emerged in which recognition and misrecognition exists: LGBT identity and well-being, marriage recognition, LGBT youth, rights and partner benefits, allies of the LGBT community, and opponents of LGBT rights. This project examined those areas through the lens of Arizona's history and provides insights into the current status of LGBT rights in Arizona.
ContributorsAhearne, Andrew Thomas (Author) / Carlson, David (Thesis director) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
With the new independence of adulthood, college students are a group susceptible to adopting unsupported, if not harmful, health practices. A survey of Arizona State University undergraduate students (N=200) was conducted to evaluate supplement use, trust in information sources, and beliefs about supplement regulation. Of those who reported using supplements, college students most frequently received information from friends and family. STEM majors in fields unrelated to health who were taking a supplement were found to be less likely to receive information about the supplement from a medical practitioner than those in health fields or those in non-STEM majors (-26.9%, p=0.018). STEM majors in health-related fields were 15.0% more likely to treat colds and/or cold symptoms with research-supported methods identified from reliable sources, while non-health STEM and non-STEM majors were more likely to take unsupported cold treatments (p=0.010). Surveyed students, regardless of major, also stated they would trust a medical practitioner for supplement advice above other sources (88.0%), and the majority expressed a belief that dietary supplements are approved/regulated by the government (59.8%).
ContributorsPerez, Jacob Tanner (Author) / Hendrickson, Kirstin (Thesis director) / Lefler, Scott (Committee member) / College of Liberal Arts and Sciences (Contributor) / School of Molecular Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsChandler, N. Kayla (Author) / Neisewander, Janet (Thesis director) / Sanabria, Federico (Committee member) / Olive, M. Foster (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
I propose that norms regulate behaviors that negatively impact an individual's survival and reproduction. But because monitoring and enforcing of norms can be costly, individuals should be selective about which norms they police and under what circumstances they should do so. Two studies tested this idea by experimentally activating fitness-relevant motives and having participants answer questions about the policing of norms. The first study examined a norm prescribing respect for status and another proscribing sexual coercion. Results from Study 1 failed to support the hypotheses; activating a status-seeking motive did not have the predicted effects on policing of the respect-status norm nor did activating a mating motive have the predicted effects on policing of the respect-status norm or anti-coercion norm. Study 2 examined two new norms, one prescribing that people stay home when sick and the other proscribing people from having sex with another person's partners. Study 2 also manipulated whether self or others were the target of the policing. Study 2 failed to provide support; a disease avoidance motive failed to have effects on policing of the stay home when sick norm. Individuals in a relationship under a mating motive wanted less policing of others for violation of the mate poaching norm than those in a baseline condition, opposite of the predicted effects.
ContributorsSmith, M. Kristopher (Author) / Neuberg, L. Steven (Thesis director) / Presson, Clark (Committee member) / Hruschka, J. Daniel (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
Literature in public administration emphasizes a growing dissatisfaction with government on the part of residents. Where there tends to be a lack in the literature is in terms of solutions to this problem. We would like to argue that the engagement process itself has the power to foster a profound attitudinal shift on the part of both residents and government. This paper explores the structural and cultural barriers to satisfactory public engagement both from literature and a combination of policy analysis, semi-structured interviews and participatory observation within the City of Tempe. We then provide recommendations to the City of Tempe on how to overcome these barriers and effect authentic public engagement practices. With these new suggested practices and mindsets, we provide a way that people can have the power to create their own community.
ContributorsRiffle, Morgan (Co-author) / Tchida, Celina (Co-author) / Ingram-Waters, Mary (Thesis director) / Grzanka, Patrick (Committee member) / King, Cheryl (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
This thesis examines the relationship between unofficial, official, and parallel Islam in Uzbekistan following the end of the Soviet Union. Key touchstone moments in Uzbekistan during the twentieth-century show the history between unofficial and official Islam and the resulting precedents set for Muslims gathering against the government. This historical analysis shows how President Karimov and the Uzbek government view and approach Islam in the country following independence.
ContributorsTieslink, Evan (Author) / Batalden, Stephen (Thesis director) / Kefeli, Agnes (Committee member) / Saikia, Yasmin (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05