Matching Items (53)
Description
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
Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders.
ContributorsCleveland, Julie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Lansdowne, Kimberly (Committee member) / Arizona State University (Publisher)
Created2015
Description
This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and depth.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
The study design aligned with adult learning theory and focused on authentic problem solving. Participants read case studies, completed individual case analysis, collaborated, and wrote reflections. The cases were intentionally selected to match current problems of practice for the participants. This mixed methods study followed a sequential analysis process beginning with qualitative analysis using a grounded theory approach and moving to quantitative analysis.
The results of this study indicated that the participants' ability to think critically about the problem (relevance) and its complexity (breadth and depth) increased over time. The data also showed that the principals gained an increased awareness and appreciation for multiple perspectives. Lastly, the participants valued the time to collaborate together, gain insight from one another and reduce feelings of isolation in their role as administrators. Future research should continue to explore the use of critical case studies of practice as a in participatory action research with in-service principals.
ContributorsKubasko, Wendy Lynn (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Diaz, Rene (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
The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and how the relationship between a coach and teacher affects understanding of and classroom practice with a specific population of students. The research questions were (a) How can coaching support implementation of professional development goals over traditional development activities as reported by the teacher, coach and administrator? (b) What is the relationship between the coach and teacher? (c) How does the coaching process relate to self- reported coach and teacher knowledge of instruction and practice in the ELL context? I used a qualitative approach to gather data through classroom observations and in-depth interviews. The 17 participants came from Title 1 elementary schools with high ELL populations located in the central and west valley of Phoenix, Arizona. I analyzed the data deductively then coded and categorized participant responses in relation to the literature on professional development and coaching. The findings indicated that those involved perceived embedded coaching as an effective component of professional development. What I have now termed based on my study as Professional Development Praxis (PPD). They agreed that with a structured system of coaching in place, both teachers and coaches increased their knowledge of how to best instruct ELLs as well as enhanced their ability to put research-based strategies into classroom practice. The recommendation of this study is that districts, schools and professional developers provide training and support for educators in a meaningful, effective and student centered way. Professional development were educators are provided knowledge about ELLs, opportunities for practice of what they are learning in and out of training sessions and on-going collaboration and support as they work with their students. It is the job of everyone involved in the system to better prepare educators to meet the critical needs of students who come to school with specific linguistic and academic needs.
ContributorsCastillo, Melissa J (Author) / Garcia, Eugene (Thesis advisor) / Arias, Beatriz (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2012
Description
Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the state. This is a study of the Train the Trainer component of an innovative K12 professional development model designed to meet the needs of the state's lowest performing schools that served some of the state's most marginalized students. Pursuing a Vygotzkian social constructivist framework, the model was developed and informed by its stakeholders, providing training that was collaborative, job-embedded, ongoing, and continuously adapted to meet the needs of the School Improvement Grant participants. Schools in the multi-case study were awarded the federal ARRA School Improvement Grant in 2010. Focus questions include: What influence does the Train the Trainer component have on classroom instruction specifically as it relates to formative assessment? and To what extent does the trainer support the implementation of the Train the Trainer professional development at the classroom level? The action research study took place from August 2011 to February 2012 and used a mixed-methods research design.
ContributorsPollnow, Shelly (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Williams, Susan (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT
This study investigated the effects of a family literacy program for Latino parents' language practices at home and their children's oral language skills. Specifically, the study examined the extent to which: (a) the program called Family Reading Intervention for Language and Literacy in Spanish (FRILLS) was effective at teaching low-education, low-income Latino parents three language strategies (i.e., comments, high-level questions and recasts) as measured by parent implementation, (b) parents maintained implementation of the three language strategies two weeks following the program, and (c) parent implementation of such practices positively impacted children's oral language skills as measured by number of inferences, conversational turns, number of different words, and the Mean Length of Utterance in words (MLU-w).
Five Latino mothers and their Spanish-speaking preschool children participated in a multiple baseline single-subject design across participants. After stable baseline data, each mother was randomly selected to initiate the intervention. Program initiation was staggered across the five mothers. The mothers engaged in seven individual intervention sessions. Data on parent and child outcomes were collected across three experimental conditions: baseline, intervention, and follow-up. This study employed visual analysis of the data to determine the program effects on parent and child outcome variables.
Results indicated that the program was effective in increasing the mothers' use of comments and high-level questions, but not recasts, when reading to their children. The program had a positive effect on the children's number of inferences, different words, and conversational turns, but not on the mean length of utterances. Findings indicate that FRILLS may be effective at extending and enriching the language environment that low-income children who are culturally and linguistically diverse experience at home. Three results with important implications for those who implement, develop, or examine family literacy programs are discussed.
This study investigated the effects of a family literacy program for Latino parents' language practices at home and their children's oral language skills. Specifically, the study examined the extent to which: (a) the program called Family Reading Intervention for Language and Literacy in Spanish (FRILLS) was effective at teaching low-education, low-income Latino parents three language strategies (i.e., comments, high-level questions and recasts) as measured by parent implementation, (b) parents maintained implementation of the three language strategies two weeks following the program, and (c) parent implementation of such practices positively impacted children's oral language skills as measured by number of inferences, conversational turns, number of different words, and the Mean Length of Utterance in words (MLU-w).
Five Latino mothers and their Spanish-speaking preschool children participated in a multiple baseline single-subject design across participants. After stable baseline data, each mother was randomly selected to initiate the intervention. Program initiation was staggered across the five mothers. The mothers engaged in seven individual intervention sessions. Data on parent and child outcomes were collected across three experimental conditions: baseline, intervention, and follow-up. This study employed visual analysis of the data to determine the program effects on parent and child outcome variables.
Results indicated that the program was effective in increasing the mothers' use of comments and high-level questions, but not recasts, when reading to their children. The program had a positive effect on the children's number of inferences, different words, and conversational turns, but not on the mean length of utterances. Findings indicate that FRILLS may be effective at extending and enriching the language environment that low-income children who are culturally and linguistically diverse experience at home. Three results with important implications for those who implement, develop, or examine family literacy programs are discussed.
ContributorsMesa Guecha, Carol Magnolia (Author) / Restrepo, María A (Thesis advisor) / Gray, Shelley (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
ContributorsHecht, John, Jr (Author) / Puckett, Kathleen (Thesis advisor) / Lawton, Stephen (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
How hard should the books be in elementary small-group reading? This study explored text difficulty for bilingual students reading below grade level in third grade. Using a convergent parallel mixed methods design, I used qualitative methods to analyze students’ engagement and discussion during small groups and single case design to evaluate students’ fluency and reading comprehension after reading and discussing texts in small groups.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
ContributorsKelly, Laura Beth (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Moses, Lindsey (Thesis advisor) / Restrepo, Laida (Committee member) / Arizona State University (Publisher)
Created2018
Description
One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’
ContributorsAlsen, Beth Ann (Author) / Buss, Ray R (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Spink Strickland, Jennifer (Committee member) / Arizona State University (Publisher)
Created2019