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- Creators: Poulenc, Francis, 1899-1963
Description
Autism Spectrum Disorder (ASD) is experienced in a variety of ways within families particularly among siblings with and without ASD. The effects of ASD on sibling relationships are integral to family life. While some studies have examined sibling relationships, research regarding sibling roles exhibited during play activities and social interactions is lacking. Further, siblings' voices are rarely revealed in research on play. In response to a need for greater understanding of the role of play among siblings impacted by ASD, this dissertation used a cultural historical activity theory lens to understand how play and social interactions evolved among siblings since childhood development is informed by access to and participation in play. Siblings may be considered actors with unique cultural histories as they create and re-create their own identities through play. In this study, an emphasis was placed on the complex processes siblings experience while locating their own niche with their families. The study focused on the use of a variety of tools, division of labor, the rules families utilized to interact and how these rules were disturbed. As a result, the study offers a more complete understanding of how play and social interactions affect the ways ASD impact siblings, families, and community members. This study provides holistic views of the development and impact of sibling play on identity development and relationships.
ContributorsPapacek, Amy M (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Tobin, Joseph (Committee member) / Swadener, Beth B (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study examined instructional and attitudinal changes influencing faculty members in a proprietary college after the parent company divorced itself from day-to-day leadership decisions during a "teach-out." A teach-out is the process of school closure, when the college stops enrolling new students, but teaches out currently enrolled students. It explores the strongest influences on faculty members during the teach-out process; how faculty members negotiate their work and how the changes appeared to impact students. Study findings revealed that the strongest influences were fellow faculty members. Several rose as leaders and essentially became educator activists starting a movement focused on what they believed to be an essential component of education and what had been missing previously, namely, creativity. They were supported in this endeavor by local leadership who served as "uplinks" and silently gave power to the movement. Students and the organization became beneficiaries of the renewed engagement of their instructors, which led to increased retention and placement rates. This study sought to understand the marked shift in the organizational culture and climate that governed faculty work life through the framework of organizational discourse as well as from a social justice context of freedom from oppression. Through the use of phenomenology and qualitative methods, including autoethnography, this study found that the structure of the teach-out effectively created a space for transformational leaders to emerge and become educator activists. This initial study provides a promising model for faculty engagement that appears to have positive outcomes for individual faculty members, students and the organization.
ContributorsGordon, Danielle (Author) / Swadener, Beth B (Thesis advisor) / Gee, James P (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
In this study, I investigate the digital literacy practices of adult immigrants, and their relationship with transnational processes and practices. Specifically, I focus on their conditions of access to information and communication technologies (ICTs) in their life trajectories, their conditions of learning in a community center, and their appropriation of digital literacy practices for transnational purposes. By studying the culturally situated nature of digital literacies of adult learners with transnational affiliations, I build on recent empirical work in the fields of New Literacy Studies, sociocultural approaches to learning, and transnational studies. In this qualitative study, I utilized ethnographic techniques for data collection, including participant observation, interviewing, and collection of material and electronic artifacts. I drew from case study approaches to analyze and present the experiences of five adult first-generation immigrant participants. I also negotiated multiple positionalities during the two phases of the study: as a participant observer and instructor's aide during the Basic Computer Skills course participants attended, and as a researcher-practitioner in the Web Design course that followed. From these multiple vantage points, my analysis demonstrates that participants' access to ICTs is shaped by structural factors, family dynamics, and individuals' constructions of the value of digital literacies. These factors influence participants' conditions of access to material resources, such as computer equipment, and access to mentoring opportunities with members of their social networks. In addition, my analysis of the instructional practices in the classroom shows that instructors used multiple modalities, multiple languages and specialized discourses to scaffold participants' understandings of digital spaces and interfaces. Lastly, in my analysis of participants' repertoires of digital literacy practices, I found that their engagement in technology use for purposes of communication, learning, political participation and online publishing supported their maintenance of transnational affiliations. Conversely, participants' transnational ties and resources supported their appropriation of digital literacies in everyday practice. This study concludes with a discussion on the relationship among learning, digital literacies and transnationalism, and the contributions of critical and ethnographic perspectives to the study of programs that can bridge digital inequality for minority groups.
ContributorsNoguerón, Silvia Cecilia (Author) / Warriner, Doris S (Thesis advisor) / Faltis, Christian J (Committee member) / Mccarty, Teresa (Committee member) / Wiley, Terrence (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? This qualitative study documented and analyzed the schooling experiences and perceptions of resettled refugee middle school students, who are relatively new to the U.S. educational system. Purposive and convenience sampling were sources utilized in selecting participants for this study. Semi-structured interviews and focus groups were used to capture the stories of 10 resettled sub-Saharan African refugee students enrolled in 7th and 8th grade, who have lived in the U.S. not more than 10 years and not less than three years. Among the participants, half were male and half female. They came from six countries: Burundi, Democratic Republic of Congo, Liberia, Rwanda, Sierra Leone and Somalia. Findings of the study revealed six major themes: teachers' helpfulness, positive perceptions of school, friends as resources at school, disruptive students in the classroom, need for better teachers, and before and after school activities. Overall, the participants in the study expressed a positive perception of their teachers and their schools, yet presented a dichotomous view of their schooling experiences and perceptions.
ContributorsSallu, Adama (Author) / Swadener, Beth B (Thesis advisor) / Klimek, Barbara (Committee member) / Miller, Lynn (Committee member) / Arizona State University (Publisher)
Created2012
Description
Given the surge of immigrant and resettled refugee student enrollment in public schools, a strong understanding of the transition process for these students and their families and facilitating the creation of effective schooling contexts are major educational priorities. It is critical to determine how to best support and assist resettled refugee students in academic and other endeavors. This study seeks to better understand the perspectives of resettled refugee students who are recent high school graduates and their mentors in order to contribute practical insights into resettled refugee education and to give voice to these students. Informed by sociocultural theories as reflected in the works of Daniels, Cole and Wertsch, (2007) and others, twelve resettled refugees from Bhutan, Iraq and Burma (aka Myanmar) and ten mentors participated in individual interview sessions and focus group discussions. The study took place in Arizona. The participants' responses were audio-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: resettled refugee students struggled with adjusting to their new school system. They were marginalized and faced discrimination and suffered low teacher expectations. They were placed in English language classes that they felt were not beneficial to them; and almost all attended inner city urban schools in areas with a high poverty concentration characterized by gang and drug activities that further adversely affected their performances. Against the odds, with the help of their mentors, striving for a better life, commitment to family, and resilience, the study participants were able to not only complete their high school education on time but earned impressive grade point averages of between 3.5 to 4.2 that helped five of them win scholarships to four-year colleges.
ContributorsYarrow, Eman Ibrahim (Author) / Swadener, Beth B (Thesis advisor) / Klimek, Barbara (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2012
Description
This empirical study aims to identify and analyze the accumulated literacies and multilingual repertoires of three Karenni refugee families originally from the highlands of Burma but who had lived in refugee camps in Thailand before arriving in Phoenix, Arizona. Through participant observation in the families' households and neighborhood, artifact collection, and individual and group interviews, I observe, document, and examine the everyday literacy practices of these three families in order to understand how these literacies are used to foster new understandings and social networks while maintaining transnational connections. The data analysis demonstrates that there are similarities and differences between the literacy practices and language choices of the sixteen individuals who participated and that there are significant differences across generations as well as across the three families. The findings shed light on the complicated relationship between migration and language learning, ideologies of language, literacy practices, and various modes of communication (face-to-face and digital). Building on a long tradition of ethnographic work that examines language learning and literacy in relation to educational access and opportunity, this research is relevant to educational researchers, policy makers, and teachers who are committed to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, and increased use of information and communication technologies, this investigation has important implications for teacher preparation, theories of language learning and literacy development, and educational research.
ContributorsDuran, Chatwara Suwannamai (Author) / Warriner, Doris S (Thesis advisor) / Matsuda, Aya (Committee member) / Mccarty, Teresa L (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)
ContributorsPoulenc, Francis, 1899-1963 (Composer)