Matching Items (35)
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
Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
ContributorsScott, Mona (Mona C.) (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2018
Norming at scale: faculty perceptions of assessment culture and student learning outcomes assessment
Description
To foster both external and internal accountability, universities seek more effective models for student learning outcomes assessment (SLOA). Meaningful and authentic measurement of program-level student learning outcomes requires engagement with an institution’s faculty members, especially to gather student performance assessment data using common scoring instruments, or rubrics, across a university’s many colleges and programs. Too often, however, institutions rely on faculty engagement for SLOA initiatives like this without providing necessary support, communication, and training. The resulting data may lack sufficient reliability and reflect deficiencies in an institution’s culture of assessment.
This mixed methods action research study gauged how well one form of SLOA training – a rubric-norming workshop – could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants.
Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully.
This mixed methods action research study gauged how well one form of SLOA training – a rubric-norming workshop – could affect both inter-rater reliability for faculty scorers and faculty perceptions of SLOA while exploring the nature of faculty collaboration toward a shared understanding of student learning outcomes. The study participants, ten part-time faculty members at the institution, each held primary careers in the health care industry, apart from their secondary role teaching university courses. Accordingly, each contributed expertise and experience to the rubric-norming discussions, surveys of assessment-related perceptions, and individual scoring of student performance with a common rubric. Drawing on sociocultural learning principles and the specific lens of activity theory, influences on faculty SLOA were arranged and analyzed within the heuristic framework of an activity system to discern effects of collaboration and perceptions toward SLOA on consistent rubric-scoring by faculty participants.
Findings suggest participation in the study did not correlate to increased inter-rater reliability for faculty scorers when using the common rubric. Constraints found within assessment tools and unclear institutional leadership prevented more reliable use of common rubrics. Instead, faculty participants resorted to individual assessment approaches to meaningfully guide students to classroom achievement and preparation for careers in the health care field. Despite this, faculty participants valued SLOA, collaborated readily with colleagues for shared assessment goals, and worked hard to teach and assess students meaningfully.
ContributorsWilliams, Nicholas (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Turbow, David (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this action research study was to explore the impact instructional choices had on student participation in the classroom learning environment, growth of knowledge in social studies, and self-efficacy in the learning process. The instructional choices implemented through a flipped learning instructional approach were designed to target motivation and participation in the learning process via individualized student-learning opportunities. This action research study was conducted to compare the effectiveness of collaborative student-centered learning environments to traditional instructional style learning environments. This study provided students with opportunities to analyze, think critically of, and apply studied content in a Participation in Government course to their personal lives through experiential out-of-class assignments and collaborative hands-on in-class activities. The theoretical foundations for this study include social cognitive theory, theory of self-efficacy, and social constructivism. Participants included 32 high school seniors from the High School of Fashion Industries in New York, NY. Participants completed a pre-/post-self-efficacy survey, pre/posttest measuring their knowledge of government, and several short interviews. Eight participants, four from the Treatment group and four from the Control group, completed a semi-structured interview at the conclusion of the study. Results showed participants experienced an increase in self-efficacy and participation in the learning process. Participants from the Treatment group outperformed the participants from the Control group with regards to knowledge of government. In the discussion, outcomes related to the theoretical frameworks and the problem of practice were discussed. Finally, limitations and a discussion regarding future iterations of the action research in a larger context were outlined.
ContributorsLazarus, Sean F (Author) / Dorn, Sherman (Thesis advisor) / McArthur Harris, Lauren (Committee member) / Ewing, Kris (Committee member) / Arizona State University (Publisher)
Created2018
Description
Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.
ContributorsVann, William Camp (Author) / Marsh, Josephine P (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Ashton, Kent (Committee member) / Arizona State University (Publisher)
Created2019
Description
This quasi-experimental, concurrent, mixed method, action research study sought to evaluate how an elective 1-credit course informed by mindfulness and culturally sustaining pedagogy influenced honors students’ academic self-efficacy, self-compassion, and their meaning-making about what it means to be an honors student. Theoretical perspectives and research guiding the study included: academic self-efficacy, culturally sustaining pedagogy, mindfulness, and third space. Drawing from these perspectives, the 9-week Creative Compassion course utilized poetry and rap as a way to enact culturally sustaining pedagogy and also as a vehicle for students to practice mindfulness. Findings from quantitative data from pre- and post- surveys of a treatment and control population, as well as qualitative data (open-ended survey questions, focus groups, and student artifacts) from the treatment population are presented here. This study revealed the following: practices informed by culturally sustaining pedagogy positively impacted students’ mindfulness, these same practices allowed for the creation of a third space within the classroom, and improving student self-compassion should be an increased priority. Additional implications for research and practice are also presented.
ContributorsBillbe, Sasha (Author) / McArthur Harris, Lauren (Thesis advisor) / Golden, Amy (Committee member) / Watrous, Lisa (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
ContributorsAtkins, Allison (Author) / McArthur Harris, Lauren (Thesis advisor) / Rhoden, Stuart (Committee member) / Kaplan, Matthew (Committee member) / Arizona State University (Publisher)
Created2019