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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,

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
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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

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
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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

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
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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

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
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Description

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science’s big ideas. The model

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science’s big ideas. The model has six phases: creating a testable question, conducting an investigation cooperatively, constructing an argument in groups, negotiating arguments publicly, consulting the experts, and writing and reflecting individually. A fifth-grade classroom example from a unit on the human body serves as an example to portray how argumentation can be integrated into science classrooms.

ContributorsChen, Ying-Chih (Author) / Steenhoek, Joshua (Author) / Mary Lou Fulton Teachers College (Contributor)
Created2014-04-01
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Description
With the passage of the Every Student Succeeds Act (ESSA) in 2015, as part of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), it prioritized schools to include families as collaborative partners in schools’ improvement efforts. Minimal family voice existed at two elementary schools. Thus, this

With the passage of the Every Student Succeeds Act (ESSA) in 2015, as part of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), it prioritized schools to include families as collaborative partners in schools’ improvement efforts. Minimal family voice existed at two elementary schools. Thus, this mixed-methods action research study investigated both schools as they applied the principles of equitable collaboration (PEC), explored how participants experienced family voice through collaboration, and whether it strengthened school-family partnerships. The Equitable Collaboration Framework, Community Cultural Wealth (CCW) Model, and Appreciative Inquiry (AI) Model were the theoretical perspectives in applying the principles of equitable collaboration (PEC). Data analysis and its triangulation were derived from family and teacher participants through surveys, interviews, observations, and field notes from a series of workshops. Results suggested there were mixed views on family voice prior to the application of PEC. Experiencing family voice during family-teacher collaboration resulted in varied outcomes: one school acknowledged families as assets and equal contributors to schools’ decision-making processes, whereas the other school, in ways, reverted to the traditional school-centric approach. Results also identified strengths as schools developed teacher-family relationships. Implications for these findings point to the concerted efforts that must occur at school sites, recognizing the importance of family voice and seeing families as shared partners in school improvement. To build strong school-family collaboration requires commitment and support in overcoming barriers, such as language and the issue of time, to ensure that all families are invited to participate and provide the power of family voice into school’s decision-making processes.
ContributorsAlvara, Raquel (Author) / Chen, Ying-Chih (Thesis advisor) / Liou, Daniel (Committee member) / Ross, Lydia (Committee member) / Hong, Soo (Committee member) / Arizona State University (Publisher)
Created2022
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Description
This study investigates Black male students' perceptions of their teachers' curricular expectations in mathematics classrooms. Curriculum in this study refers to what knowledge students are expected to learn, and the manner in which they are expected to learn it. The topic of this dissertation is in response to persisting and

This study investigates Black male students' perceptions of their teachers' curricular expectations in mathematics classrooms. Curriculum in this study refers to what knowledge students are expected to learn, and the manner in which they are expected to learn it. The topic of this dissertation is in response to persisting and prevailing achievement disparities experienced by secondary Black male students in mathematics. These disparities exist at the school, district, state, and national level. Utilizing an action research methodology, multiple cycles of data collection led to the final iteration of the study, collecting strictly qualitative data and drawing from critical race methodology to address the three research questions.

The three research questions of this study seek to address how Black male students perceive their mathematics teachers’ curricular expectations, what practices they have found to be effective in meeting their teachers’ higher curricular expectations, and to determine how they view the reform practices as part of the intervention. Research questions were answered using one-on-one and focus group interviews, classroom observations, and student journals. An intervention was developed and delivered as part of the action research, which was an attempt at curriculum reform influenced by culturally relevant pedagogy, warm demander pedagogy, and youth participatory action research.

Findings from the qualitative methods, led to four assertions. The first assertion states, despite achievement disparities, Black male students care very much about their academic success. Second, a primary factor hindering Black male students’ academic success, as communicated by participants, is what they are learning and how they are learning it. Speaking to teachers’ expectations, participants believe their teachers want them to succeed and think highly of them. Additionally, participants preferred interactive, enthusiastic, and caring teachers, even if those teachers are academically demanding. Finally, participants found learning mathematics addressing a problem that affects them, while incorporating components that address their invisibility in the curriculum, increased relevance, interest, and academic self-awareness.
ContributorsMichael, Junior (Author) / Chen, Ying-Chih (Thesis advisor) / Liou, Daniel Dinn-You (Committee member) / Sampson, Carrie (Committee member) / Bertrand, Melanie (Committee member) / Arizona State University (Publisher)
Created2020
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Description
Colleges and universities have goals and strategies in place to fill their on-campus housing facilities with students. At Arizona State University (ASU), the goal is to fill every bedspace on campus. All first-year students are expected to live on campus their first year at ASU. In Barrett, the Honors College

Colleges and universities have goals and strategies in place to fill their on-campus housing facilities with students. At Arizona State University (ASU), the goal is to fill every bedspace on campus. All first-year students are expected to live on campus their first year at ASU. In Barrett, the Honors College (BHC), students are expected to live on-campus their first and second year at ASU. This study explores the BHC upperdivision communities to better understand why students are not returning to live on campus beyond the two-year live-on expectation. In this study, the researcher created a website to better inform students of the renewal process and the benefits of living on-campus. More than 200 BHC upperdivision students participated in this study through interviews and surveys. Quantitative results of the study indicated a positive and significant correlation between students who believe it costs less to live on campus, enjoy living on campus, interact with faculty and staff outside of the classroom with intent to live on campus the next academic year. Students who felt their currently living situation had a positive impact on their overall emotional/mental wellbeing, feel a sense of community or connection to others, and feel more connected because they live on campus are more likely to intend to live on campus. Students who were surveyed after the implementation of the renewal website believed it cost less to live on campus than off campus, felt that it was easier to navigate the application, and felt that they had a better understanding of the renewal process. Qualitative results of the study indicated students were deciding to live off campus due to the limited room options and the cost of on-campus housing. Students did not feel that there was a sense of community in BHC upperdivision housing, but they did feel like living on-campus was convenient and opened opportunities to get involved. The renewal website did not have an effect on students’ behavior, knowledge and intent to renew housing, and the renewal process was easy to navigate for some of the participants and difficult to navigate for the other participants.
ContributorsLaRoche, Catherine-Ann Hiileilani (Author) / Chen, Ying-Chih (Thesis advisor) / Hermann, Kristen J (Committee member) / Staton, Shannon (Committee member) / Arizona State University (Publisher)
Created2020
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For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature

For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature explores how social presence has been measured by faculty or researchers, but lacks insight on how other university staff can affect social presence in online graduate students. This is an action research mixed-methods study conducted by an academic advisor and attempts to measure social presence through a webpage intervention for an online graduate business program. A pre-and-posttest were conducted in a five month span, as well as semi-structured interviews with students of the program. Results suggest that overall, the intervention did not increase social presence in the program. It also suggests that social presence is developed between students in a variety of ways, and can even be developed between their academic advisor and themselves. Overall, this study acknowledges how academic advisors can explore social presence to improve academic advising techniques and interventions for their programs, while also adding to the literature a different perspective through the eyes of a university staff member.
ContributorsDelgado, Gina Michelle (Author) / Chen, Ying-Chih (Thesis advisor) / Beardsley, Audrey (Committee member) / Tu, Chih-Hsiung (Committee member) / Arizona State University (Publisher)
Created2020
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The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical

The purpose of this action research study was to help medical students normalize feelings of shame related to academics and to respond to these feelings in more adaptive ways. Several cycles of research informed this study, which investigated the influence of an educational innovation. The innovation focused on helping medical students understand feelings of shame, foster self-efficacy in shame resiliency practices, and encourage help-seeking behaviors. In short, the study sought to understand how these medical students responded to feelings of shame related to academic performance before and after participation in the educational innovation. A total of 14 second-year medical students participated in this concurrent mixed-method study. The educational innovation was designed by this action researcher and informed by Brené Brown’s shame resilience theory. Three sources of data were used to answer the research questions, including a pre- and post-innovation survey, interviews, and student journals. Major findings suggested that the educational innovation was effective in enhancing the study participants’ knowledge of shame, increasing perceptions of self-efficacy in the practices related to resiliency to feeling of academic shame, as well as, promoting help-seeking behaviors. The data also revealed a range of academic shame triggers identified by these medical students. This action research study validated the need to normalize feelings of shame and support medical students developing practices for resiliency to this powerful feeling.
ContributorsCoudret, Dude Joseph (Author) / Chen, Ying-Chih (Thesis advisor) / Buss, Ray R (Committee member) / Hartmark-Hill, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020