Matching Items (59)
Description
Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions of isolation and lack of opportunities to share experiences had a negative effect on teacher perceptions of efficacy. This action research project examines the effect of leveraging social media and professional learning communities to provide opportunities for a group of novice teachers to share experiences and seek advice. By addressing the challenges that novice teachers face and providing solutions for common problems, it is the hope of this researcher that highly effective teachers will remain in the classroom. The results of the study indicate that the combined use of Twitter and YouTube in collaboration with professional learning communities will improve teacher perceptions of efficacy. Teachers who participated in the social media based professional learning communities are also more likely to remain in the classroom.
ContributorsBostick, Bradley Alan (Author) / Zambo, Ronald (Thesis advisor) / Heck, Thomas (Committee member) / Isai, Shelley (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice.
ContributorsRisha, Sarah (Author) / Margolis, Eric (Thesis advisor) / Fischman, Gustavo (Committee member) / Ali, Souad (Committee member) / Arizona State University (Publisher)
Created2013
Description
Buddhism is thriving in US-America, attracting many converts with college and post-graduate degrees as well as selling all forms of popular culture. Yet little is known about the communication dynamics behind the diffusion of Buddhist religious/spiritual traditions into the United States. Religion is an underexplored area of intercultural communication studies (Nakayama & Halualani, 2010) and this study meets the lacuna in critical intercultural communication scholarship by investigating the communication practices of US-Americans adopting Asian Buddhist religious/spiritual traditions. Ethnographic observations were conducted at events where US-Americans gathered to learn about and practice Buddhist religious/spiritual traditions. In addition, interviews were conducted with US-Americans who were both learning and teaching Buddhism. The grounded theory method was used for data analysis. The findings of this study describe an emerging theory of the paracultural imaginary -- the space of imagining that one could be better than who one was today by taking on the cultural vestments of (an)Other. The embodied communication dynamics of intercultural exchange that take place when individuals adopt the rituals and philosophies of a foreign culture are described. In addition, a self-reflexive narrative of my struggle with the silence of witnessing the paracultural imaginary is weaved into the analysis. The findings from this study extend critical theorizing on cultural identity, performativity, and cultural appropriation in the diffusion of traditions between cultural groups. In addition, the study addresses the complexity of speaking out against the subtle prejudices in encountered in intercultural communication.
ContributorsWong, Terrie Siang-Ting (Author) / de la Garza, Sarah Amira (Thesis advisor) / Margolis, Eric (Committee member) / Budruk, Megha (Committee member) / Chen, Vivian Hsueh-Hua (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored the motivation and persistence factors for non-professional athletes who decided after the age of 40 to begin training for an IRONMAN distance triathlon. The qualitative methodology of grounded theory (Strauss & Corbin, 1998) was used in conceptualizing and implementing the research. In-depth interviews were conducted with 10 individuals in the Southwest region of the United States. Data was coded in accordance with grounded theory methods. Motivation themes that emerged from the data centered around either initiating training for triathlon as an approach toward a specific goal or outcome, or beginning triathlon as a way to cope with personal difficulties. Obstacles to motivation also emerged, such as finances and time, injury, fear and doubt, and interpersonal difficulties. Persistence themes emerged that centered around either taking active steps to help continue training and relying on internal traits or characteristics to promote persistence. Data are discussed in terms of how these individuals adopt triathlon as a part of their lifestyle and identity, and how they come to persist in training beyond IRONMAN.
ContributorsLiddell, T. Michael (Author) / Claiborn, Charles (Thesis advisor) / Kinnier, Richard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2013
Description
This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback and support, an evaluation instrument centered on collective values and a shared vision for professional work, and an emphasis on teacher reflection and self-assessment. This mixed-methods study employs both qualitative and quantitative measures to provide an enriched understanding of the current problem and the impact of the change effort. Results suggest that TELAR 1) helps teachers re-define their role as professionals in their own evaluation, positively increasing perceptions of value, 2) promotes a culture of learning through a focus on shared values for professional work, a spirit of support and teamwork, and continuous improvement; and 3) empowers teachers to assess their own practice, self-diagnose areas for growth, and generate goals through a continuous process of feedback, reflection, conversation, and support. Implications for practice and future studies are presented.
ContributorsMusser, Stephanie (Author) / Zambo, Ronald (Thesis advisor) / Jiménez, Rosa (Committee member) / Harrington, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
Description
The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression through a set of problem solving solution strategies on the mathematics problem solving abilities of 2nd grade students. Students worked in class with partners to complete a Cognitively Guided Instruction-style (CGI) mathematics word problem using a dictated solution strategy five days a week for twelve weeks, three or four weeks for each of four solution strategies. The phases included acting out the problem using realia, representing the problem using standard mathematics manipulatives, modeling the problem using a schematic representation, and solving the problem using a number sentence. Data were collected using a five question problem solving pre- and post-assessment, video recorded observations, and Daily Answer Recording Slips or Mathematics Problem Solving Journals. Findings showed that this problem solving innovation was effective in increasing the problem solving abilities of all participants in this study, with an average increase of 63% in the number of pre-assessment to post-assessment questions answered correctly. Additionally, students increased the complexity of solutions used to solve problems and decreased the rate of guessing at answers to word problems. Further rounds of research looking into the direct effects of the MKO are suggested as next steps of research.
ContributorsSpilde, Amy (Author) / Zambo, Ronald (Thesis advisor) / Heck, Thomas (Committee member) / Nicoloff, Stephen J. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the latter half of the nineteenth century, colleges and universities transformed their thinking of the body as they institutionalized physical education, recreational activities, and especially physical exercise. In this study, I examine the historical discourse on physical exercise and training during this period. I employ the theoretical and methodological practices of Michel Foucault's archeological and genealogical work to write a "history of the present." I challenge the essential narrative of physical fitness on college and university campuses. I also discuss nineteenth century notions of ethics and masculinity as a way of understanding twenty-first century ethics and masculinity. Ultimately, I use the historical discourse to argue that institutionalization of recreation and fitness centers and activities have less to do with health and well-being and more to do with disciplining bodies and controlling individuals.
ContributorsWells, Timothy (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
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
ABSTRACT There is a continuing emphasis in the United States to improve student's mathematical abilities and one approach is to better prepare teachers. This study investigated the effects of using lesson study with preservice secondary mathematics teachers to improve their proficiency at planning and implementing instruction. The participants were students (preservice teachers) in an undergraduate teacher preparation program at a private university who were enrolled in a mathematics methods course for secondary math teachers. This project used lesson study to engage preservice teachers in collaboratively creating lessons, field testing them, using feedback to revise the lessons, and re-teaching the revised lesson. The preservice teachers worked through multiple cycles of the process in their secondary math methods class receiving feedback from their peers and instructor prior to teaching the lessons in their field experience (practicum). A mixed methods approach was implemented to investigate the preservice teacher's abilities to plan and implement instruction as well as their efficacy for teaching. Data were collected from surveys, video analysis, student reflections, and semi-structured interviews. The findings from this study indicate that lesson study for preservice teachers was an effective means of teacher education. Lesson study positively impacted the preservice teachers' ability to plan and teach mathematical lessons more effectively. The preservice teachers successfully transitioned from teaching in the methods classroom to their field experience classroom during this innovation. Further, the efficacy of the preservice teachers to teach secondary mathematics increased based on this innovation. Further action research cycles of lesson study with preservice teachers are recommended.
ContributorsMostofo, Jameel (Author) / Zambo, Ronald (Thesis advisor) / Elliott, Sherman (Committee member) / Heck, Thomas (Committee member) / Arizona State University (Publisher)
Created2013
Description
Generally speaking, many programs of interior design have had a gender imbalance in the student population. As a case in point, the interior design program at Arizona State University (ASU) is at present ninety percent female. While other design programs such as architecture or industrial design have achieved gender balance, interior design has not. This research explores the reasons why male students are not enrolling in the interior design program at ASU and to what degree gender influences the selection of a major. The objectives of this research are to determine: 1) what role gender plays in the selection of interior design as a choice of a major at ASU; 2) why might male students be hesitant to join the interior design program; 3) why female students are attracted to interior design; 4) if there are gender differences in design approach; and 5) if curricular differences between interior architecture and interior design impact the gender imbalance. A mixed method approach is used in order to answer the research questions including: a literature review, a visual ethnography, and interviews of interior design students and faculty members at ASU. The results reveal that gender might have an effect on students' decision to join the interior design program. For a male student, people questioned his sexuality because they assumed he would have to be of a certain sexual orientation to study interior design. According to a male faculty member upon visiting a middle school on career day, young boys would be interested in the projects displayed at the interior design booth until they figured out what it was. Even at a young age, the boys seemed to know that interior design was a female's domain. A participant stated that women seemed to be less critical of the men's projects and were more critical of each other. A male respondent stated that on the occasion there were no men in the class the studio culture changed. Another stated that interior design students did not take feedback as well as others and need to be affirmed more often. Gender socialization, the history of interior design as a feminine career, and the title "interior design" itself are all possible factors that could deter male students from joining the program. The insights acquired from this research will provide students and faculty members from The Design School and beyond a better understanding of gender socialization and what the interior design program has to offer.
ContributorsRuff, Charlene (Author) / Giard, Jacques (Thesis advisor) / Heywood, William (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014