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ABSTRACT
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
ContributorsShanahan, Carrie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Schonaerts, Claire (Committee member) / Arizona State University (Publisher)
Created2015
Description
This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions.
The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community.
ContributorsOlson-Stewart, Kelly (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Hargrove, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
In recent education trends, an emphasis has been placed on teaching students in STEM (Science, Technology, Engineering, and Mathematics) disciplines. Many researchers have advocated for integrating Arts education as well, changing STEM education to STEAM (STEM + Arts) education. This paper describes an original 8th Grade physics curriculum integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM). The curriculum was designed to teach core science concepts through inquiry and dance activities. The curriculum uses the 5E inquiry format, specifically using dance and movement activities to elaborate on the learned science content. The unit curriculum is designed to be implemented in an 8th Grade science classroom based on best practices in Science Instruction and Dance Education. The curriculum was not implemented as a research study this year, but is designed to support research in the future. The curriculum was however presented to Term 6 Pre-service Teachers in Mary Lou Fulton Teacher's College at ASU, whom evaluated the effectiveness of the lessons and offered feedback. This paper includes a review of current literature on STEAM education and dance integration, rationale for the curriculum's 5E Format and dance integration, the entire physics unit curriculum in 5E format, Pre-service Teacher feedback, and implications for a future research study with the unit curriculum.
ContributorsHarris, Carson Donald (Author) / Chen, Ying-Chih (Thesis director) / Atkinson, Laura (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
High schools throughout the country posit leadership as one of the characteristics they develop while students are with them. All too often though, this leadership development is limited to those in title positions of leadership or is only accomplished through informal training mechanisms. The challenge for educators is to develop leadership that can critically address community problems, a challenge that is made more difficult in a broader social environment that is becoming politically, economically, and racially more polarized. This action research study investigated how high school students understand transformative leadership as one way to address this problem.
Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal.
Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed.
Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal.
Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed.
ContributorsSorkin, David Jan (Author) / Liou, Daniel (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Frabutt, James (Committee member) / Arizona State University (Publisher)
Created2016
Description
This action research study (a) explored how institutionally labeled “at-risk” Latina/o students described their experiences in an opportunity to learn environment within an academic intervention program, (b) examined how these students experienced caring relationships with their teachers in an opportunity to learn environment when compared to their other core academic classes, and (c) investigated how school leaders created conditions to further support these students’ academic success on a larger scale. This action research study utilized a sequential phenomenological qualitative approach. Critical Race Theory, Critical Pedagogy, and Care theory served as the theoretical frameworks for this study. The blending of these theories worked to push Latina/o students’ narrative reflections to emerge as constitutive and instructive voices speaking back against the inequalities in the educational setting, and offered counterstories about the caring dynamics of Latina/o students in the classroom. Participants included high school students identified as “at-risk” and in an academic intervention class
ContributorsVillena, Breanna (Author) / Liou, Daniel (Thesis advisor) / Tefera, Adai (Committee member) / Vasquez-Robles, Veronica (Committee member) / Arizona State University (Publisher)
Created2016
Description
The college textbook is the most commonly required component of almost any college course, regardless of a student's academic discipline. Professors often expect students to have access to the textbook and to use it to complete assigned readings. Textbooks often contain features that are designed to facilitate active reading, or critical engagement with the information being read, to enhance learning of the material. However, students often do not read or prioritize reading the textbook. Students who do read, tend not to read the textbook as intended or use many of the features designed to promote active reading and enhanced learning of the material. Educational studies of textbooks tend to focus on aspects related to topics more relevant to publishers or professors with less research on aspects of the textbook applicable to students at the college level. The purpose of this study is to evaluate students' textbook use and their attitudes toward the textbook in an introductory biology course. Results of this study indicate students hold positive attitudes toward their textbook in an introductory biology course and majority of students do not use components meant to facilitate active learning. Although students report completing assigned readings, students may actually be reading select portions of what is assigned in using the textbook to prepare for exams. These results suggest that students may only be using their textbook to enhance their understanding of materials they expect to be tested on. The findings of this study help to understand the role of the textbook from the perspective of the student and provide insight for improving textbook design and use in science courses at the college level.
ContributorsRudolph, Alexia Marion (Author) / Vanmali, Binaben (Thesis director) / Chen, Ying-Chih (Committee member) / Yoho, Rachel (Committee member) / Department of Psychology (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study addresses the problem of low-income, first-generation college students who are academically successful, but choose to leave college before finishing due to financial constraints. This study investigates their lived experiences as well as the effects of a peer mentorship program where incoming, first-year, low-income, first-generation college students are paired with a trained peer mentor from a similar background. Together the pair jointly explore available financial resources and troubleshoot barriers to access. This study draws on four primary theories: Social Cognitive Theory, Intersectionality, Community Cultural Wealth, and Critical Pedagogy. This mixed methods action research study uses multiple types of data: individual interviews, focus group, photo elicitation, demographic questionnaires, and pre- and post-intervention questionnaires. Findings indicate increases in self-efficacy for and knowledge about accessing financial resources after participating in the program.
ContributorsBevins, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Carrillo, Juan (Committee member) / Morgan, Chad (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study addresses the dynamics of U.S. and international students studying together in the United States. This study investigates lived experiences as well as the effects of a first-year foundational course on the development of intercultural connections between students. The first-year foundational course hoped to provide the ideal conditions that allowed for prejudices to decrease and friendships to form. This study draws on four primary theories and perspectives: Acculturation, Intergroup Contact Theory, Transformative Learning and Culturally Sustaining Pedagogy. This qualitative action research study uses multiple types of data: instructor journals, student journals, individual interviews, and photovoice. The themes identified include growth and development, independence, friendships, moments of similarities, prejudices and behaviors, superiority and apathy, and belonging to the majority or minority. The themes indicate that the research study provided a foundation for study participants to further explore how to incorporate intercultural experiences into their lives in the future and beyond.
ContributorsRoss, Andrew Dexter (Author) / Chen, Ying-Chih (Thesis advisor) / Ellis, Raquel (Committee member) / Madden, Meggan (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of this qualitative action research study was to explore improving first semester training practices for graduate teaching assistants (TAs) in the Spanish program at Arizona State University’s (ASU) Tempe Campus. Adding to research on TA training in higher education, a communities of practice (CoP) framework was combined with concrete suggestions on cultivating CoPs to implement a two-part CoP principled training program intervention. Specifically, a goal of the intervention was to address the problem of practice of improving first semester TA lesson planning, communicative language teaching, classroom management, and learning management system usage. Data was collected from interviews, surveys, journals, and training activities from five new TAs who teach Spanish. Data analysis included a multi-cycle qualitative coding process to examine participants’ novice-expert positionalities and the presence of core features of a CoP. Results suggest that regardless of previous experiences, TAs need time to assimilate to the ASU culture, standards, and community. Furthermore, the CoP principled training program showed instances of the necessary core features of a CoP such as joint enterprise and mutual engagement, but also a need for continued community development to address dysfunctions. Implications for these findings point to possible positive effects of continued training through a CoP framework, and a need for reorganization of training practices to allow TAs to legitimately participate in training activities supported by community coordinators as they adjust to the ASU context before beginning their in-service teaching.
ContributorsFlanagan, Steven Ray (Author) / Chen, Ying-Chih (Thesis advisor) / Tecedor Cabrero, Marta (Committee member) / Angus, Katie (Committee member) / Arizona State University (Publisher)
Created2022
Description
All high school students deserve access to experiences that will help shape their perspectives of post-secondary options. They also deserve adequate preparation for said experiences. Minimal consideration is given to how to prepare low-income Latinx high school students for success in internships. Thus, this mixed-methods action research study utilized a Youth Participatory Action Research (YPAR) framework to investigate a semester-long internship preparation course. It explored how students recognize and develop navigational capital from the Community Cultural Wealth (CCW) framework as well as Career Decision Self-Efficacy (CDSE) while preparing for a subsequent internship. Data analysis and its triangulation were derived from participants’ interviews and a focus group, as well as surveys from the treatment group and control group. Results suggest that the intervention was successful in preparing participants for an internship and increasing their CDSE, but results were inconclusive on whether navigational capital was affected.
ContributorsMason, Nicole (Author) / Chen, Ying-Chih (Thesis advisor) / Ross, Lydia (Committee member) / Carrillo, Juan (Committee member) / Martinez, Robert (Committee member) / Arizona State University (Publisher)
Created2022