Matching Items (12)
Description
ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.
ContributorsChen, Jinglin (Author) / Spring, Madeline (Thesis advisor) / Oh, Young (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation provides a critical reassessment of the historical and modern conceptions of early American novelist Hannah Webster Foster as part of a larger disciplinary move toward recovering authors, primarily women, whose work has been lost or neglected by scholars. Although Foster is a fairly prominent writer from this early national period, remarkably little is known about her life due to her desire for anonymity and personal privacy. As a result, much of Foster’s legacy has been constructed through a combination of problematic assumptions related to the author’s class and gender as well as biases by those attempting to refashion the author according to contemporary approaches. While these concerns are examined in this study, much of this dissertation hinges on new opportunities for Foster scholarship by offering historical evidence related to and annotation of a recovered text to present a fuller perspective of Foster than has previously been available. Through an analysis of this recovered text, this dissertation challenges modern perceptions of Foster to show that Foster may best be understood through the ways she consistently models republicanism through her writings.
ContributorsHurley, Jeremy A (Author) / Wertheimer, Eric (Thesis advisor) / Lockard, Joe (Committee member) / O'Donnell, Catherine (Committee member) / Arizona State University (Publisher)
Created2018
Description
What is the value of postsecondary education in prison? For the past two years, my involvement with the Prison English Program in the Department of English at Arizona State University has pushed me to explore answers to this question. I began by teaching creative writing for one semester through the Pen Project, an online internship in which undergraduate students provide critical responses to writing produced by inmates at the Penitentiary of New Mexico. The next two semesters, I co-‐taught Shakespeare on a minimum-‐security yard at the Arizona State Prison Complex in Florence. This semester, eager to expand my teaching repertoire and the breadth of ASU programming in Arizona prisons, I teach an introductory Chinese language course at the Cook Unit in Eyman.
ContributorsCai, Tina (Author) / Lockard, Joe (Thesis director) / Spring, Madeline (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description隨著全球一體化，社交網絡在國際平台上擁有了相當出色的表現，影響全球人民的生活，特別有助於國際經濟發展，因此引起了各國的關注。雖然如此，它們具體的效果是難以去評估的。本文在前人研究的基礎上探討社交網絡的經營模式以及它對於國際經濟的影響。在微觀層面可以看到社交網的存在對市場有著直接的影響。在宏觀層面上，社交網站通過其網站設計推銷其他公司產品，提高廣告商的知名度，刺激消費。這兩方面，本文討論社交網的影響為何跟傳統公司有差別。
ContributorsLi, Marilyn Yih (Author) / Spring, Madeline (Thesis director) / Zhu, Jie (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor)
Created2013-12
Description
In recent years, China and Japan have both experienced the serious challenge of handling some of the most destructive natural disasters in human history with the 2008 Wenchuan earthquake and the 2011 Fukushima incident. After careful examination of geological surveys and further evidence released in the aftermath, these two incidents can be regarded as man-made or technological disasters, which differentiate them from the multitude of natural disasters that have happened previously. Their unique causation also creates a need for separate analysis of the public reaction towards these disasters. Due to existing knowledge and communication gaps within the Chinese and Japanese governments, the official media reports of these disasters also hold many problems, such as a lack of clarity, consistency, and transparency caused by a shortage of investigative journalism. Japan, in particular, has grappled with the bias of "nuclear nationalism" since post-World War II. These issues and ideas can change public opinion drastically, which makes it necessary to evaluate the combined effects on the psychology of people trying to come to terms with these technological disasters and examine possible solutions for this problem.
ContributorsPaschke, Lauren Anne (Author) / Spring, Madeline (Thesis director) / Zhu, Jie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
The following paper is a translation of National Zhengzhi University Professor Li Fengmao’s original Chinese article. This translation was completed with the express approval of Professor Li, and under the direction of Professor Stephen R. Bokenkamp.
Quanzhen Daoism (“The Way of Complete Perfection”) is a sect of Daoism founded by master Wang Chongyang (王重陽 1113-1170) in the twelfth century AD. The tradition is, in essence, the systemization and formalization of traditional Daoist practices through the implementation of Confucian and Buddhist infrastructure. Synthesizing Confucian practices of study and copying of classics, proper human relationships, and master-student succession, and Buddhist chujia (出家 “to leave the household”) and large public monastic systems, Quanzhen Daoism established systematic mechanisms which facilitated the zealous advancement of practitioners.
The Quanzhen sect formalized the Daoist tradition of “famous mountains and enlightened teachers” and integrated the respective practices of residing in a monastery and participating in fangdao (訪道) as required components of personal cultivation, constituting “monastery residence” and “travel” experiences. These two components complemented each other and eventually came to form the integral experiences of Quanzhen cultivation. The establishment of a uniform “household system,” inter-monastery exchange system, “Pure Rules,” “Collection of Orthodox Chants,” “percept transmission system,” and “name assignment system” streamlined the acclimation process for both entering the household of religion and participating in required ceremonies during travel.
Ultimately, the systemized infrastructure established by Quanzhen Daoism allowed for the formation of a complete ordered society outside of the secular world. This Quanzhen world, in turn, provided the framework for large-scale, practical implementation of Daoist techniques, the most ideologically significant of which are participation in arduous travel and actualization of “an irregular accordance with the Dao.”
Quanzhen Daoism (“The Way of Complete Perfection”) is a sect of Daoism founded by master Wang Chongyang (王重陽 1113-1170) in the twelfth century AD. The tradition is, in essence, the systemization and formalization of traditional Daoist practices through the implementation of Confucian and Buddhist infrastructure. Synthesizing Confucian practices of study and copying of classics, proper human relationships, and master-student succession, and Buddhist chujia (出家 “to leave the household”) and large public monastic systems, Quanzhen Daoism established systematic mechanisms which facilitated the zealous advancement of practitioners.
The Quanzhen sect formalized the Daoist tradition of “famous mountains and enlightened teachers” and integrated the respective practices of residing in a monastery and participating in fangdao (訪道) as required components of personal cultivation, constituting “monastery residence” and “travel” experiences. These two components complemented each other and eventually came to form the integral experiences of Quanzhen cultivation. The establishment of a uniform “household system,” inter-monastery exchange system, “Pure Rules,” “Collection of Orthodox Chants,” “percept transmission system,” and “name assignment system” streamlined the acclimation process for both entering the household of religion and participating in required ceremonies during travel.
Ultimately, the systemized infrastructure established by Quanzhen Daoism allowed for the formation of a complete ordered society outside of the secular world. This Quanzhen world, in turn, provided the framework for large-scale, practical implementation of Daoist techniques, the most ideologically significant of which are participation in arduous travel and actualization of “an irregular accordance with the Dao.”
ContributorsMarin, Zachary Mark (Author) / Bokenkamp, Stephen R. (Thesis director) / Spring, Madeline (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
Abstract: This study investigates grades from 1980 to 2010 in English 102 at Arizona State University Tempe Campus to see if grade inflation has taken place. It concludes it has and then goes on to study the causes. The data was collected from existing data held in the archives of the Registrar's Office, collated into proper order and saved in proper numerical format for analysis. After analysis, the data was reviewed to establish whether or not as consumer demands rise, measured by student responses to evaluation questions, grade point averages rise as well, and whether demands for adequate performance in classrooms have declined. This study statistically analyzes students' final grades in ENG102 for thirty years and concludes that grade compression at the top of the grading scale exists. This study discusses the implications of that compression at length.
ContributorsSimmons, Cynthia Anne (Author) / Gelderen, Elly van (Thesis advisor) / Gillon, Carrie (Committee member) / Lockard, Joe (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation analyzes two regional systems of involuntary servitude (Indian captive slavery and Mexican debt peonage) over a period spanning roughly two centuries. Following a chronological framework, it examines the development of captive slavery in the Southwest beginning in the early 1700s and lasting through the mid-1800s, by which time debt peonage emerged as a secondary form of coerced servitude that augmented Indian slavery in order to meet increasing demand for labor. While both peonage and captive slavery had an indelible impact on cultural and social systems in the Southwest, this dissertation places those two labor systems within the context of North American slavery and sectional agitation during the antebellum period. The existence of debt bondage and Indian captivity in New Mexico had a significant impact on America's judicial and political institutions during the Reconstruction era.
Debt peonage and Indian slavery had a lasting influence on American politics during the period 1846 to 1867, forcing lawmakers to acknowledge the fact that slavery existed in many forms. Following the Civil War, legislators realized that the Thirteenth Amendment did not cast a wide enough net, because peonage and captive slavery were represented as voluntary in nature and remained commonplace throughout New Mexico. When Congress passed a measure in 1867 explicitly outlawing peonage and captive slavery in New Mexico, they implicitly acknowledged the shortcomings of the Thirteenth Amendment. The preexistence of peonage and Indian slavery in the Southwest inculcated a broader understanding of involuntary labor in post-Civil War America and helped to expand political and judicial philosophy regarding free labor. These two systems played a crucial role in America's transition from free to unfree labor in the mid-1800s and contributed to the judicial and political frameworks that undermined slavery.
Debt peonage and Indian slavery had a lasting influence on American politics during the period 1846 to 1867, forcing lawmakers to acknowledge the fact that slavery existed in many forms. Following the Civil War, legislators realized that the Thirteenth Amendment did not cast a wide enough net, because peonage and captive slavery were represented as voluntary in nature and remained commonplace throughout New Mexico. When Congress passed a measure in 1867 explicitly outlawing peonage and captive slavery in New Mexico, they implicitly acknowledged the shortcomings of the Thirteenth Amendment. The preexistence of peonage and Indian slavery in the Southwest inculcated a broader understanding of involuntary labor in post-Civil War America and helped to expand political and judicial philosophy regarding free labor. These two systems played a crucial role in America's transition from free to unfree labor in the mid-1800s and contributed to the judicial and political frameworks that undermined slavery.
ContributorsKiser, William S., 1986- (Author) / Fixico, Donald L. (Thesis advisor) / Simpson, Brooks (Committee member) / Schermerhorn, Calvin (Committee member) / Lockard, Joe (Committee member) / Arizona State University (Publisher)
Created2016
Description
Modern and contemporary African American writers employ science fiction in order to recast ideas on past, present, and future black culture. This dissertation examines Afrofuturism’s cultural aesthetics, which appropriate devices from science fiction and fantasy in order to revise, interrogate, and re-examine historical events insufficiently treated by literary realism. The dissertation includes treatments of George Schuyler, Ishmael Reed, Octavia Butler, Colson Whitehead, Nalo Hopkinson, and Chicana/ofuturism.
The original contribution of this research is to highlight how imagination of a posthuman world has made it possible for African American writers to envision how racial power can be re-configured and re-negotiated. Focusing on shifting racial dynamics caught up in the swirl of technological changes, this research illuminates a complex process of literary production in which black culture and identity have been continuously re-interpreted.
In the post-war and post-Civil Rights Movement eras African American writers began reflecting on shifting racial dynamics in light of technological changes. This shift in which black experience became mechanized and digitized explains how technology became a source of new African American fiction. The relationships between humans and their external conditions appear in such futuristic themes as trans-human anamorphosis, cyberspace, and digital souls. These thematic devices, which explore humanity outside its phenotypic boundaries, provide African American writers with tools to demystify deterministic views of race. Afrofuturism has responded to the conceptual transformation of humanity with a race-specific scope, locating the presence of black culture in a high-tech world.
Techno-scientific progress has provided important resources in contemporary theory, yet these theoretical foci too seldom have been drawn into critical race discourses. This discrepancy is due to techno-scientific progress having served as a tool for the legitimation of scientific racism under global capitalism for centuries. Responding to this critical lacuna, the dissertation highlights an under-explored field in which African American literature responds to techno-culture’s involvement in contemporary discussions of race. Rather than repeat nominal assumptions of Eurocentric modernity and its racist hegemony, this dissertation theorizes how modern techno-culture’s outcomes—such as information science, genetic engineering, and computer science—shape minority lives, and how minority groups appropriate these outcomes to enact their own liberation.
The original contribution of this research is to highlight how imagination of a posthuman world has made it possible for African American writers to envision how racial power can be re-configured and re-negotiated. Focusing on shifting racial dynamics caught up in the swirl of technological changes, this research illuminates a complex process of literary production in which black culture and identity have been continuously re-interpreted.
In the post-war and post-Civil Rights Movement eras African American writers began reflecting on shifting racial dynamics in light of technological changes. This shift in which black experience became mechanized and digitized explains how technology became a source of new African American fiction. The relationships between humans and their external conditions appear in such futuristic themes as trans-human anamorphosis, cyberspace, and digital souls. These thematic devices, which explore humanity outside its phenotypic boundaries, provide African American writers with tools to demystify deterministic views of race. Afrofuturism has responded to the conceptual transformation of humanity with a race-specific scope, locating the presence of black culture in a high-tech world.
Techno-scientific progress has provided important resources in contemporary theory, yet these theoretical foci too seldom have been drawn into critical race discourses. This discrepancy is due to techno-scientific progress having served as a tool for the legitimation of scientific racism under global capitalism for centuries. Responding to this critical lacuna, the dissertation highlights an under-explored field in which African American literature responds to techno-culture’s involvement in contemporary discussions of race. Rather than repeat nominal assumptions of Eurocentric modernity and its racist hegemony, this dissertation theorizes how modern techno-culture’s outcomes—such as information science, genetic engineering, and computer science—shape minority lives, and how minority groups appropriate these outcomes to enact their own liberation.
ContributorsKim, Myungsung (Author) / Lockard, Joe (Thesis advisor) / Lester, Neal (Committee member) / Holbo, Christine (Committee member) / Arizona State University (Publisher)
Created2017