Matching Items (65)
Description
In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers to receive a minimum of four hours of instruction in discrete language skills with no contextual or native language support. Furthermore, ELD is separate from content-area instruction, meaning that language and mathematics are taught as two separate entities. While educators and researchers have begun to examine the organizational structure of the 4-hour block curriculum and implications for student learning, there is much to be understood about the extent to which this policy impacts ELLs opportunities to learn mathematics. Using ethnographic methods, this dissertation documents the beliefs and practices of four Arizona teachers in an effort to understand the relationship between language policy and teacher beliefs and practice and how together they coalesce to form learning environments for their ELL students, particularly in mathematics. The findings suggest that the 4-hour block created disparities in opportunities to learn mathematics for students in one Arizona district, depending on teachers' beliefs and the manner in which the policy was enacted, which was, in part, influenced by the State, district, and school. The contrast in cases exemplified the ways in which policy, which was enacted differently in the various classes, restricted teachers' practices, and in some cases resulted in inequitable opportunities to learn mathematics for ELLs.
ContributorsLlamas-Flores, Silvia (Author) / Middleton, James (Thesis advisor) / Battey, Daniel (Committee member) / Sloane, Finbarr (Committee member) / Macswan, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.
ContributorsSen, Tapati (Author) / Baker, Dale (Thesis advisor) / Culbertson, Robert (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
Nitride semiconductors have wide applications in electronics and optoelectronics technologies. Understanding the nature of the optical recombination process and its effects on luminescence efficiency is important for the development of novel devices. This dissertation deals with the optical properties of nitride semiconductors, including GaN epitaxial layers and more complex heterostructures. The emission characteristics are examined by cathodoluminescence spectroscopy and imaging, and are correlated with the structural and electrical properties studied by transmission electron microscopy and electron holography. Four major areas are covered in this dissertation, which are described next. The effect of strain on the emission characteristics in wurtzite GaN has been studied. The values of the residual strain in GaN epilayers with different dislocation densities are determined by x-ray diffraction, and the relationship between exciton emission energy and the in-plane residual strain is demonstrated. It shows that the emission energy increases withthe magnitude of the in-plane compressive strain. The temperature dependence of the emission characteristics in cubic GaN has been studied. It is observed that the exciton emission and donor-acceptor pair recombination behave differently with temperature. The donor-bound exciton binding energy has been measured to be 13 meV from the temperature dependence of the emission spectrum. It is also found that the ionization energies for both acceptors and donors are smaller in cubic compared with hexagonal structures, which should contribute to higher doping efficiencies. A comprehensive study on the structural and optical properties is presented for InGaN/GaN quantum wells emitting in the blue, green, and yellow regions of the electromagnetic spectrum. Transmission electron microscopy images indicate the presence of indium inhomogeneties which should be responsible for carrier localization. The temperature dependence of emission luminescence shows that the carrier localization effects become more significant with increasing emission wavelength. On the other hand, the effect of non-radiative recombination on luminescence efficiency also varies with the emission wavelength. The fast increase of the non-radiative recombination rate with temperature in the green emitting QWs contributes to the lower efficiency compared with the blue emitting QWs. The possible saturation of non-radiative recombination above 100 K may explain the unexpected high emission efficiency for the yellow emitting QWs Finally, the effects of InGaN underlayers on the electronic and optical properties of InGaN/GaN quantum wells emitting in visible spectral regions have been studied. A significant improvement of the emission efficiency is observed, which is associated with a blue shift in the emission energy, a reduced recombination lifetime, an increased spatial homogeneity in the luminescence, and a weaker internal field across the quantum wells. These are explained by a partial strain relaxation introduced by the InGaN underlayer, which is measured by reciprocal space mapping of the x-ray diffraction intensity.
ContributorsLi, Di (Author) / Ponce, Fernando (Thesis advisor) / Culbertson, Robert (Committee member) / Yu, Hongbin (Committee member) / Shumway, John (Committee member) / Menéndez, Jose (Committee member) / Arizona State University (Publisher)
Created2012
Description
Recently there has been an increase in the number of people calling for the incorporation of relevant mathematics in the mathematics classroom. Unfortunately, various researchers define the term relevant mathematics differently, establishing several ideas of how relevancy can be incorporated into the classroom. The differences between mathematics education researchers' definitions of relevant and the way they believe relevant math should be implemented in the classroom, leads one to conclude that a similarly varied set of perspectives probably exists between teachers and students as well. The purpose of this exploratory study focuses on how the student and teacher perspectives on relevant mathematics in the classroom converge or diverge. Specifically, do teachers and students see the same lessons, materials, content, and approach as relevant? A survey was conducted with mathematics teachers at a suburban high school and their algebra 1 and geometry students to provide a general idea of their views on relevant mathematics. An analysis of the findings revealed three major differences: the discrepancy between frequency ratings of teachers and students, the differences between how teachers and students defined the term relevance and how the students' highest rated definitions were the least accounted for among the teacher generated questions, and finally the impact of differing attitudes towards mathematics on students' feelings towards its relevance.
ContributorsRedman, Alexandra P (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Arizona State University (Publisher)
Created2012
Description
This thesis seeks to further explore off-design point operation of gas turbines and to examine the capabilities of GasTurb 12 as a tool for off-design analysis. It is a continuation of previous thesis work which initially explored the capabilities of GasTurb 12. The research is conducted in order to: 1) validate GasTurb 12 and, 2) predict off-design performance of the Garrett GTCP85-98D located at the Arizona State University Tempe campus. GasTurb 12 is validated as an off-design point tool by using the program to predict performance of an LM2500+ marine gas turbine. Haglind and Elmegaard (2009) published a paper detailing a second off-design point method and it includes the manufacturer's off-design point data for the LM2500+. GasTurb 12 is used to predict off-design point performance of the LM2500+ and compared to the manufacturer's data. The GasTurb 12 predictions show good correlation. Garrett has published specification data for the GTCP85-98D. This specification data is analyzed to determine the design point and to comment on off-design trends. Arizona State University GTCP85-98D off-design experimental data is evaluated. Trends presented in the data are commented on and explained. The trends match the expected behavior demonstrated in the specification data for the same gas turbine system. It was originally intended that a model of the GTCP85-98D be constructed in GasTurb 12 and used to predict off-design performance. The prediction would be compared to collected experimental data. This is not possible because the free version of GasTurb 12 used in this research does not have a module to model a single spool turboshaft. This module needs to be purchased for this analysis.
ContributorsMartinjako, Jeremy (Author) / Trimble, Steve (Thesis advisor) / Dahm, Werner (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2014
Description
Industry, academia, and government have spent tremendous amounts of money over several decades trying to improve the mathematical abilities of students. They have hoped that improvements in students' abilities will have an impact on adults' mathematical abilities in an increasingly technology-based workplace. This study was conducted to begin checking for these impacts. It examined how nine adults in their workplace solved problems that purportedly entailed proportional reasoning and supporting rational number concepts (cognates).
The research focused on four questions: a) in what ways do workers encounter and utilize the cognates while on the job; b) do workers engage cognate problems they encounter at work differently from similar cognate problems found in a textbook; c) what mathematical difficulties involving the cognates do workers experience while on the job, and; d) what tools, techniques, and social supports do workers use to augment or supplant their own abilities when confronted with difficulties involving the cognates.
Noteworthy findings included: a) individual workers encountered cognate problems at a rate of nearly four times per hour; b) all of the workers engaged the cognates primarily via discourse with others and not by written or electronic means; c) generally, workers had difficulty with units and solving problems involving intensive ratios; d) many workers regularly used a novel form of guess & check to produce a loose estimate as an answer; and e) workers relied on the social structure of the store to mitigate the impact and defuse the responsibility for any errors they made.
Based on the totality of the evidence, three hypotheses were discussed: a) the binomial aspect of a conjecture that stated employees were hired either with sufficient mathematical skills or with deficient skills was rejected; b) heuristics, tables, and stand-ins were maximally effective only if workers individually developed them after a need was recognized; and c) distributed cognition was rejected as an explanatory framework by arguing that the studied workers and their environment formed a system that was itself a heuristic on a grand scale.
The research focused on four questions: a) in what ways do workers encounter and utilize the cognates while on the job; b) do workers engage cognate problems they encounter at work differently from similar cognate problems found in a textbook; c) what mathematical difficulties involving the cognates do workers experience while on the job, and; d) what tools, techniques, and social supports do workers use to augment or supplant their own abilities when confronted with difficulties involving the cognates.
Noteworthy findings included: a) individual workers encountered cognate problems at a rate of nearly four times per hour; b) all of the workers engaged the cognates primarily via discourse with others and not by written or electronic means; c) generally, workers had difficulty with units and solving problems involving intensive ratios; d) many workers regularly used a novel form of guess & check to produce a loose estimate as an answer; and e) workers relied on the social structure of the store to mitigate the impact and defuse the responsibility for any errors they made.
Based on the totality of the evidence, three hypotheses were discussed: a) the binomial aspect of a conjecture that stated employees were hired either with sufficient mathematical skills or with deficient skills was rejected; b) heuristics, tables, and stand-ins were maximally effective only if workers individually developed them after a need was recognized; and c) distributed cognition was rejected as an explanatory framework by arguing that the studied workers and their environment formed a system that was itself a heuristic on a grand scale.
ContributorsOrletsky, Darryl William (Author) / Middleton, James (Thesis advisor) / Greenes, Carole (Committee member) / Judson, Eugene (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study explores teacher educators' personal theories about the instructional practices central to preparing future teachers, how they enact those personal theories in the classroom, how they represent the relationship between content, pedagogy, and technology, and the function of technology in teacher educators' personal theories about the teaching of mathematics and their practices as enacted in the classroom. The conceptual frameworks of knowledge as situated and technology as situated provide a theoretical and analytical lens for examining individual instructor's conceptions and classroom activity as situated in the context of experiences and relationships in the social world. The research design employs a mixed method design to examine data collected from a representative sample of three full-time faculty members teaching methods of teaching mathematics in elementary education at the undergraduate level. Three primary types of data were collected and analyzed:
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
a) structured interviews using the repertory grid technique to model the mathematics education instructors' schemata regarding the teaching of mathematics methods; b) content analysis of classroom observations to develop models that represent the relationship of pedagogy, content, and technology as enacted in the classrooms; and c) brief retrospective protocols after each observed class session to explore the reasoning and individual choices made by an instructor that underlie their teaching decisions in the classroom. Findings reveal that although digital technology may not appear to be an essential component of an instructor's toolkit, technology can still play an integral role in teaching. This study puts forward the idea of repurposing as technology -- the ability to repurpose items as models, tools, and visual representations and integrate them into the curriculum. The instructors themselves became the technology, or the mediational tool, and introduced students to new meanings for "old" cultural artifacts in the classroom. Knowledge about the relationships between pedagogy, content, and technology and the function of technology in the classroom can be used to inform professional development for teacher educators with the goal of improving teacher preparation in mathematics education.
ContributorsToth, Meredith Jean (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Buss, Ray (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
Group III-nitride semiconductors have attracted much attention for applications on high brightness light-emitting diodes (LEDs) and laser diodes (LDs) operating in the visible and ultra-violet spectral range using indium gallium nitride in the active layer. However, the device efficiency in the green to red range is limited by quantum-confined Stark effects resulting from the lattice mismatch between GaN and InGaN. In this dissertation, the optical and micro-structural properties of GaN-based light emitting structures have been analyzed and correlated by utilizing cathodoluminescence and transmission electron microscopy techniques. In the first section, optimization of the design of GaN-based lasers diode structures is presented. The thermal strain present in the GaN underlayer grown on sapphire substrates causes a strain-induced wavelength shift. The insertion of an InGaN waveguide mitigates the mismatch strain at the interface between the InGaN quantum well and the GaN quantum barrier. The second section of the thesis presents a study of the characteristics of thick non-polar m-plane InGaN films and of LED structures containing InGaN quantum wells, which minimize polarization-related electric fields. It is found that in some cases the in-plane piezoelectric fields can still occur due to the existence of misfit dislocations which break the continuity of the film. In the final section, the optical and structural properties of InGaAlN quaternary alloys are analyzed and correlated. The composition of the components of the film is accurately determined by Rutherford backscattering spectroscopy.
ContributorsHuang, Yu (Author) / Ponce, Fernando A. (Thesis advisor) / Tsen, Kong-Thon (Committee member) / Treacy, Michael (Committee member) / Drucker, Jeffery (Committee member) / Culbertson, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
Conceptual change has been a large part of science education research for several decades due to the fact that it allows teachers to think about what students' preconceptions are and how to change these to the correct scientific conceptions. To have students change their preconceptions teachers need to allow students to confront what they think they know in the presence of the phenomena. Students then collect and analyze evidence pertaining to the phenomena. The goal in the end is for students to reorganize their concepts and change or correct their preconceptions, so that they hold more accurate scientific conceptions. The purpose of this study was to investigate how students' conceptions of the Earth's surface, specifically weathering and erosion, change using the conceptual change framework to guide the instructional decisions. The subjects of the study were a class of 25 seventh grade students. This class received a three-week unit on weathering and erosion that was structured using the conceptual change framework set by Posner, Strike, Hewson, and Gertzog (1982). This framework starts by looking at students' misconceptions, then uses scientific data that students collect to confront their misconceptions. The changes in students' conceptions were measured by a pre concept sketch and post concept sketch. The results of this study showed that the conceptual change framework can modify students' preconceptions of weathering and erosion to correct scientific conceptions. There was statistical significant difference between students' pre concept sketches and post concept sketches scores. After examining the concept sketches, differences were found in how students' concepts had changed from pre to post concept sketch. Further research needs to be done with conceptual change and the geosciences to see if conceptual change is an effective method to use to teach students about the geosciences.
ContributorsTillman, Ashley (Author) / Luft, Julie (Thesis advisor) / Middleton, James (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
A fundamental motivation for this study was the underrepresentation of women in Science, Technology, Engineering and Mathematics careers. There is no doubt women and men can achieve at the same level in Mathematics, yet it is not clear why women are opting out. Adding race to the equation makes the underrepresentation more dramatic. Considering the important number of Latinos in the United States, especially in school age, it is relevant to find what reasons could be preventing them from participating in the careers mentioned. This study highlight the experiences young successful Latinas have in school Mathematics and how they shape their identities, to uncover potential conflicts that could later affect their participation in the field. In order to do so the author utilizes feminist approaches, Latino Critical Theory and Critical Race Theory to analyze the stories compiled. The participants were five successful Latinas in Mathematics, part of the honors track in a school in the Southwest of the United States. The theoretical lenses chosen allowed women of color to tell their story, highlighting the intersection of race, gender and socio-economical status as a factor shaping different schooling experiences. The author found that the participants distanced themselves from their home culture and from other girls at times to allow themselves to develop and maintain a successful identity as a Mathematics student. When talking about Latinos and their culture, the participants shared a view of themselves as proud Latinas who would prove others what Latinas can do. During other times while discussing the success of Latinos in Mathematics, they manifested Latinos were lazy and distance themselves from that stereotype. Similar examples about gender and Mathematics can be found in the study. The importance of the family as a motivator for their success was clear, despite the participants' concern that parents cannot offer certain types of help they feel they need. This was manifest in a tension regarding who owns the "right" Mathematics at home. Results showed that successful Latinas in the US may undergo a constant negotiation of conflicting discourses that force them to distance themselves from certain aspects of their culture, gender, and even their families, to maintain an identity of success in mathematics.
ContributorsGuerra Lombardi, Paula Patricia (Author) / Middleton, James (Thesis advisor) / Battey, Daniel (Committee member) / Koblitz, Ann (Committee member) / Flores, Alfinio (Committee member) / Arizona State University (Publisher)
Created2011