Matching Items (11)
Description
This qualitative study explores the literacy development of adolescent ELLs in three middle school, Structured English Immersion (SEI) classrooms that implemented the four-hour, English Language Development (ELD), curriculum mandated by Arizona. The context of the study is set in two elementary school districts. Participants, three middle school teachers, were observed during four hours of ELD instruction within their English-only classrooms to examine literacy practices. Data were recorded using field note observations, semi-structured interviews, and artifact collection. During the year-long study, three main questions guided the design and implementation of the study: a) what kinds of literacy practices can be documented in Arizona SEI classrooms and what do they look like; b) how do junior high teachers implement mandated language policies; and c)what perceptions do junior high teachers have toward the mandated SEI, four-hour block? A descriptive qualitative approach informed data collection and analysis; data were collected during 76 hours of observed instruction in the classroom, in-depth interviews, and collection of classroom artifacts to document the preparation provided by Arizona Department of Education (ADE) for ELD instruction. A framework of Erickson's (1986) analytic induction and content analysis served as an analytical tool to observe literacy practices and events in the classroom. Observations of instruction within the four-hour language models in the classroom offer unique insight to the literacy development of adolescent ELLs. Findings show how State language policy mandates and teachers' policy implementation have impacted learning experiences and language development of adolescent ELLs. Findings are discussed through narrative-based vignettes, which illustrate the experiences occurring within middle school classrooms with students learning English. Data reveal skill-based approaches to the literacy development of adolescent ELLs and a lack of student-centered learning in the classroom. Teachers supported ELLs with prescriptive lessons that focused on decontextualized vocabulary development. Language policy in practice reveals a detrimental experience to second language acquisition (SLA) for adolescent ELLs in the four-hour language block.
ContributorsSilva, Alexandria (Author) / Arias, Beatriz M (Thesis advisor) / Faltis, Christian (Committee member) / Gutierrez, Kris (Committee member) / Jimenez Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2012
Description
English Learners (ELs) in mainstream classrooms must overcome additional language barriers to comprehend and master Common Core State Standards in mathematics. I will be working as a teacher after graduation who will provide content-based instruction to ELs in Spain and Phoenix, AZ. As someone who will be graduating with non-education degrees but working in education, it is imperative that I understand the best methods to create a conducive learning environment for simultaneous L2 acquisition and content comprehension. After reviewing previous research, I identified multiple methods that assist ELs in simultaneously acquiring classroom content and improving English Language Proficiency (ELP). I have used these methods to construct three lesson plans that teach three mathematics standards and corresponding ELP standards for third-grade students in Arizona. I analyzed the methods that were used in my lesson plans and expanded upon how they will enhance ELP for ELs in my classroom. I have concluded my report by identifying some shifts in Common Core State Standards and the implications that these shifts have for ELs in mainstream classrooms.
ContributorsDavies, Alec G. (Author) / Silva, Alexandria (Thesis director) / Moses, Lindsey (Committee member) / School of Politics and Global Studies (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Families of students with disabilities and those who are culturally and linguistically diverse (CLD), are looking for better educational opportunities. Charter schools offer promise as they were designed to promote student learning with limited control from the state. Charter schools though, have been criticized for relying on exclusionary discipline policies that affect CLD students and students with disabilities disproportionately. This study was designed to understand how Arizona charter schools use exclusionary discipline practices, with a focus on students with disabilities and CLD students. Two participants, a fourth grade and fifth grade teacher from a Phoenix metropolis charter school completed surveys and interviews where they answered questions about their classroom and their school’s discipline policies. Teachers were asked how they have adapted and administered classroom discipline policies and to what extent have positive behavioral strategies been implemented in an online setting due to the COVID-19 pandemic when schools transitioned to virtual learning. The results showed that in a virtual setting, teachers retained the practice of removing students from the “classroom”, expectations had to be modified to meet the needs of the new environment, and the school counselor served in conflicting roles. The findings suggested that charter schools and teachers may be transferring and adapting their reliance on exclusionary discipline practices even for an online setting with classrooms that have students with disabilities and those who are CLD.
ContributorsMendoza-Mada, Andres Francisco (Author) / Harris, Pamela (Thesis director) / Oakes, Wendy (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This project is a wordless children's book about an excluded child with autism who, with the help of a cat, learns to make friends and be happy with who she is. The book is illustrated with water color and acrylic paints and is based on my experiences with autism. The goals for this project were to create representation for autistic people and to give something to younger autistic children to practice their communication. The essay portion of the project details the creation of the project, my inspirations, the research that has been done on how autistic children interact with storytelling and other non written communication, and a reflection on how the project went.
ContributorsRobbins, Julia (Author) / Fette, Donald (Thesis director) / Hoyt, Heather (Committee member) / Barrett, The Honors College (Contributor) / Educational Leadership & Innovation, Division (Contributor) / School of International Letters and Cultures (Contributor)
Created2023-05
Description
This thesis investigates the policy surrounding English Language Learners (ELL) on both a federal and state level, with an emphasis on the state of Arizona. Arizona ELL policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Office of Civil Rights 2012). Despite this previous research there were limited comprehensive overviews of the data that had been collected as well as recommendations that could be created utilizing the data. This thesis addresses that void of information through 1) A comprehensive literature review of the framework of policies used on the federal and state level, and 2) recommendations provided that are based on the findings of the literature included in the review. Study findings present that there is limited literature to support the English-Only policies currently enforced in the state of Arizona and that students would be better served to utilize other language acquisition approaches that view their primary language as a resource rather than a problem. Additionally, the literature suggests that there needs to be greater oversight in what language is being used to define certain groups so that all students receive proper resources and that there needs to be more communication about federal and state guidelines currently in place. It was recommended that extended research be conducted given recent policy shifts in the state of Arizona that occurred while the thesis was written, that future policy should account for greater inclusivity as well as continuous support, and that the state of Arizona reframe most of its current policies to be more fully aligned with research-based strategies.
ContributorsDalzell, Faith Elizabeth (Author) / Markos, Amy (Thesis director) / Silva, Alexandria (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Design Thinking is a popular topic and problem-solving method that is gaining attention and being used more and more often across disciplines in recent years such as “IT, Business, Education and Medicine” (Dorst, 2011). Its ability to address wicked problems, problems that are inherently complex and socially layered, has branded it an attractive and useful problem-solving method for a wide range of industries and consequently a wide range of problems. Its human centered and empathetic approach to addressing problems also paints design thinking to be an action-based method that works well with interdisciplinary teams in which all members have the same desired end. More recently, its use has expanded to the field of education and is being cited as a way to develop 21st century learners and redefine the field of education as a whole. This paper intends to examine design thinking in the context of the Mary Lou Fulton Teachers College of Arizona State University specifically. The goals of this paper are to define design thinking for the educational field, examine and analyze the methods of it use, as well as determine the purpose for exposing undergraduate education students to the process. Through expert interviews of faculty and staff members that were analyzed for common themes and other consistencies, an understanding of how the Mary Lou Fulton Teachers College defines design thinking is obtained, as well as the various uses and applications of design thinking skills and process for the field of education. The paper describes multiple areas in which design thinking is being implemented internally, externally, and within teacher preparation curriculum through the Mary Lou Fulton Teachers College and details the four main reasons for exposing future teachers to design thinking practices and principles.
ContributorsScully, Hannah Marie (Author) / Morris, Katherine (Thesis director) / Silva, Alexandria (Committee member) / Division of Teacher Preparation (Contributor) / School for the Future of Innovation in Society (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Infants partake in a developmental process between birth and 18 months which takes them from small movement while lying on their anterior side, through to walking, running, and jumping. In order to properly progress through this process, infants must learn to crawl before they learn to walk; though this process can be altered by the influence of infant locomotor devices.
The use of infant locomotor devices such as walkers, jumpers, and exersaucers are widely controversial amongst parents and pediatricians. Parents often cite benefits to the child with device exposure, whereas pediatricians often warn against the use of them. The concern of the pediatricians lay within the risk that comes along with increased mobility, as well as the upright position the device puts the child in. The child is often unable to place themselves in this position outside of the device due to not being ready in their developmental pathway. The device places the child upright with their legs hanging below with their feet not flat on the ground supporting weight. This position can place strain on the infants’ hips, lower back, and trunk.
Research shows that infants with prolonged device exposure tend to reach their locomotor milestones later than infants with average to ideal exposure. Infants with prolonged device exposure have also been found to score lower on developmental assessments. To reduce the risk of injury and developmental delay, the American Academy of Pediatrics ban the production and sale of infant walkers, and advised parents allow their children to play in more natural positions, rather than the position the locomotor devices place the child in.
In order to bridge the gap of education provided to parents and caregivers, and the knowledge of the pediatricians, further research should be done to collect up to date data of the impact of these devices and the long-term impact of these devices past the age of three. Working to expand the educational outreach to parents, particularly in the medical setting, would also be beneficial in working to reduce the exposure infants have to these devices and in turn, the number of injuries and developmental delays associated with use.
The use of infant locomotor devices such as walkers, jumpers, and exersaucers are widely controversial amongst parents and pediatricians. Parents often cite benefits to the child with device exposure, whereas pediatricians often warn against the use of them. The concern of the pediatricians lay within the risk that comes along with increased mobility, as well as the upright position the device puts the child in. The child is often unable to place themselves in this position outside of the device due to not being ready in their developmental pathway. The device places the child upright with their legs hanging below with their feet not flat on the ground supporting weight. This position can place strain on the infants’ hips, lower back, and trunk.
Research shows that infants with prolonged device exposure tend to reach their locomotor milestones later than infants with average to ideal exposure. Infants with prolonged device exposure have also been found to score lower on developmental assessments. To reduce the risk of injury and developmental delay, the American Academy of Pediatrics ban the production and sale of infant walkers, and advised parents allow their children to play in more natural positions, rather than the position the locomotor devices place the child in.
In order to bridge the gap of education provided to parents and caregivers, and the knowledge of the pediatricians, further research should be done to collect up to date data of the impact of these devices and the long-term impact of these devices past the age of three. Working to expand the educational outreach to parents, particularly in the medical setting, would also be beneficial in working to reduce the exposure infants have to these devices and in turn, the number of injuries and developmental delays associated with use.
ContributorsMcHale, Annika (Author) / Nolan, Nicole Blaize (Thesis director) / Cataldo, Donna (Committee member) / Educational Leadership & Innovation, Division (Contributor) / School of Social and Behavioral Sciences (Contributor) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
The purpose of this study was to examine the role of the arts (visual arts, music, dance, and theater) in educational settings. It also sought to identify current teachers’ perceptions of the arts as a teaching methodology. Arts in education is an expanding field of research and practice distinguished from arts education due to its investigation of learning through arts experiences. Arts experiences in classrooms can occur through a variety of mediums such as visual arts, music, dance, theater, and more. Specifically, this study examined how teachers perceive using various art forms and activities in the classroom to help students learn and communicate what they know, how frequently on average teachers use various art forms and activities in their classrooms, teacher attitudes and potential concerns about the arts in education, and why teachers would use the arts and what would make them use them more.
ContributorsAnderson, Ellarie Ann (Author) / Farrand, Kathleen (Thesis director) / Kelley, Michael (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Dean, Herberger Institute for Design and the Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
It is widely accepted that mentorship between people of similar backgrounds and slightly different ages is a mutually beneficial partnership (e.g., Angelique, Kyle, & Taylor, 2002; Yomtov, 2017). Mentoring relationships exist in many forms across the education spectrum, from middle school students interacting with their younger peers to the popular “Big-Little system” adopted by fraternity and sorority groups in U.S. colleges and universities, and beyond educational settings throughout the working world. However, one place where mentoring has received relatively less attention, from researchers as well as from practitioners, is in undergraduate student leadership-focused organizations at the college level.
ContributorsBrown, Tyler (Co-author) / Oetter, Joshua (Co-author) / Ott, Molly (Thesis director) / Marley, Scott (Committee member) / Educational Leadership & Innovation, Division (Contributor) / School of Accountancy (Contributor) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Ephrem the Syrian was a prominent Syriac theologian and poet of the fourth century. He was born in modern day Turkey where he was likely raised a Christian. In Ephrem’s time, the subordinationist heresy was prevalent. Ephrem’s historical and cultural background are important to understand Ephrem’s theology presented in his work. Ephrem wrote many theological works, being most known for his hymns. Ephrem used many symbols in his hymns including the one and the many, the divinity as fire, and the pearl. The pearl has Scriptural and historical significance to Ephrem. Ephrem uses the pearl as a polyvalent symbol that symbolizes, among other things, Mary, the kingdom of God, and Christ. In this paper, I explore how Ephrem’s Christology in his five hymns on the pearl contrast with that of the subordinationists by highlighting the mystery that is Christ’s nature, the incomprehensibility of Christ’s nature by the human mind, and the attempt to fully understand Christ’s nature as a manifestation of pride.
ContributorsBarakat, Rita John (Author) / Clay, Eugene (Thesis director) / Hartung, Blake (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Educational Leadership & Innovation, Division (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05