Matching Items (20)
Description
Our children come to school every day to learn, participate, and prepare for what the future will bring. Others come to school to find refuge and help from those who dedicate their lives to ensure they are well and safe. They come with their minds filled with hopes and dreams, while others walk around the hallways with their hearts filled with despair and uncertainty. Despite collaborative district efforts and improvements in student services, students continue to experience trauma related symptoms and other mental disorders at disconcerting rates. The school district reports that approximately 98% of students have experienced traumatic episodes and half of these students presented with significant distress from symptoms of Post-Traumatic Stress Disorder (Loudenback, 2016). At this school, approximately 25% of the student body has been referred, identified and treated for socio-emotional difficulties. These rates are often higher in students with learning disabilities participating in different academic programs. This action research study was conducted to evaluate how and to what extent does implementation of a resilience-based curriculum affect students’ resilience, Posttraumatic Stress Disorder (PTSD) symptoms, attitudes toward school and efficacy for coping. This project was implemented over ten consecutive weeks in an urban middle school in East Los Angeles to a group of twenty students in special education. The intervention consists of ten modules each with activities and strategies designed to raise the students’ resilience and overall well-being. Resilience Theory and Social Cognitive Theory provide the framework for understanding the problem of practice and informing the intervention. Research along with professional observations regarding the vulnerability of students in special education coupled with the lack of evidence-based practices that assist in their emotional development inspired this project. This action research relied on an explanatory sequential design where qualitative results explained and supported the results from the quantitative data. Following the explanatory design, quantitative data was collected analyzed followed by qualitative data upon completion of the intervention. Data collected from web-based surveys and focus groups demonstrate that their participation in the resilience-based intervention increased their resilience, more specifically self-efficacy and problem solving skills while reducing PTSD symptoms. Results also showed students improved their attitudes toward school and ability to cope with stress. Quantitative and qualitative data merging, interpretation, and relation to both theory and research are discussed along with the study’s limitations, implication for research and practice, and concluding thoughts.
ContributorsDussan, Francisco Jose (Author) / Gee, Elizabeth (Thesis advisor) / Wolf, Leigh (Committee member) / Elsasser, Jim (Committee member) / Arizona State University (Publisher)
Created2021
Description
Black LGBTQ people living in Des Moines, Iowa face challenges living at the intersection of Blackness and LGBTQ status. Critical race theory helps situate the context for understanding the lived experiences of Black LGBTQ individuals within broader systems, exposing the impact of societal expectations on identity formation and resources available to community members. Four interviewees shared their ideals and areas of opportunity that exist to strengthen resources available to Black LGBTQ people living in Iowa. This research study used an action research methodology paired with counternarrative analysis to guide the interview process. Thematic analysis was used to identify themes within and across participant interviews. Each of the interviews was edited into a podcast episode for the researcher’s ‘Porch Tea w/Destinee’ podcast. The overarching themes that emerged from the podcast were that (1) navigating Blackness within Iowa communities is a challenge and (2) community learning is essential to understanding identities and lived experiences.
ContributorsWoodris, Destinee (Author) / Gee, Elisabeth (Thesis advisor) / Zinnel, Daniel (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of this mixed methods action research project was to address the problem of practice of incorporating foundational grammar, spelling, and punctuation (GSP) instruction into community college journalism classes through the intervention of online interactive modules called The Story Mechanics Project (SMP). The modules were developed and piloted during the first two cycles of action research. Following feedback and changes in local context influencing the intervention’s need and purpose, the modules were modified and simplified for the current research cycle. The main areas of focus were the efficacy of intervention, student perceptions of self-efficacy, and insights from designing and facilitating the intervention through a lens of critical digital pedagogy. The intervention was carried out in an online, asynchronous introductory journalism class in the Spring 2022 semester. Quantitative and qualitative data were collected from a pretest/post-test skills assessment, a post-intervention survey with a retrospective component, final course writing assignment submissions, and the researcher blog. Results showed the intervention had a positive but insignificant impact on students’ GSP skills application and that it did not significantly affect student perceptions of self-efficacy in the GSP domains; there was no significant relationship between students’ perception of self-efficacy and their application of GSP skills in their writing submissions. Pedagogical insights regarding humanizing learning, balancing tensions, and releasing control emerged from qualitative analysis. Study limitations included a small sample size and a focus on GSP errors instead of correct usage. This study collaborated the need for a more effective way to teach story mechanics.
ContributorsCalo, Jeanette (Author) / Weinberg, Andrea (Thesis advisor) / Wolf, Leigh (Committee member) / Pilbeam, Renee (Committee member) / Arizona State University (Publisher)
Created2022
Description
This action research project focused on teacher retention in Adult Education programs. The study was centered on new teachers in Adult Education, as defined as having less than three years of experience teaching in the field of Adult Education. The study concentrated on growing new teachers’ senses of belonging, self-efficacy, and new teachers’ intent to return through the implementation of Talking Circles. There were four participants in this study from a local community college. They participated in four Talking Circles over a two-month period. Data collection included pre-and post-surveys, Talking Circle data, and qualitative interviews. Overall results indicate that Talking Circles were successful in fostering belonging among participants and growing self-efficacy. However, participating in Talking Circles did not impact their intent to return the following year. The data shows that income and benefits are the main factors in deciding to return. Qualitative interview data also revealed that part-time teachers feel isolation in their roles and that participants enjoyed using Talking Circles as a communication strategy. Implications for leaders are to create belonging for part-time teachers and work to meet new teacher needs, especially in the areas of professional development and curriculum and resources.
ContributorsNiu, Emily (Author) / Baker, Dale (Thesis advisor) / Wolf, Leigh (Committee member) / Cardenas, Jenni (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of this study was to evaluate the role a peer-driven technology acceptance model (PDTAM) in the form of a Community of Practice (CoP) played in assisting users in the acceptance of Trellis technologies at the University of Arizona. Constituent Relationship Management (CRM) technologies are becoming more common in higher education, helping to track interactions, streamline processes, and support customized experiences for students. Unfortunately, not all users are receptive to new technologies, and subsequent adoption can be slow. While the study of technology adoption literature provides insight into what motivates individuals to accept or reject new technologies, used herein was the most prevalent technology adoption theory – the Technology Acceptance Model (TAM; Davis, 1986). I used TAM to explore technology acceptance more spec user’s Perceived Ease of Use (PEU) and Perceived Usefulness (PU). In this MMAR study, I used TAM (Davis, 1986) as well as Everett Roger’s (1983) Diffusion Innovation Theory (DOI) to evaluate the impact of the CoP mentioned above on user adoption. Additionally, I added Perceived Value (PV) as a third construct to the TAM. Using pre-and post-intervention surveys, observation, and interviews, to both collect and analyze data on the impacts of my CoP intervention, I determined that the CoPs did assist in more thoroughly diffusing knowledge share, which reportedly led to improved PEU, PU, and PV in the treatment group. Specifically, the peer-to-peer mentoring that occurred in the CoPs helped users feel empowered to use the capabilities. Additionally, while the CoPs reportedly improved PEU, PU, and PV, the peer-to-peer model and the Trellis technologies still have not matured enough to realize their total value to campus.
ContributorsHodge, Nikolas (Author) / Beardsley, Audrey (Thesis advisor) / Neumann, William (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study applies Indigenous Oral Research Methods to amplify the voice and story of math educators working within Indigenous communities. Publicly posted podcast interviews with five participants of the Fire Circles Professional Development were used to disseminate their experiences and views of professional development programs that they had participated in. These podcasts became the oral qualitative data that was reviewed, reflected on, analyzed, and synthesized into a summary of future actions needed to improve the learning success for all students in mathematics.
ContributorsLittle Crow, Michael (Author) / Weinberg, Andrea (Thesis advisor) / Wolf, Leigh (Committee member) / Escue, Billy (Committee member) / Arizona State University (Publisher)
Created2023
Description
This action research-based dissertation aims to explain how belonging is understood of a group of adults who spent a significant portion of their childhood in globally nomadic families. A hermeneutic phenomenological lens was used throughout the inquiry The research process revealed that belonging and identity are deeply intertwined and that for these adults, belonging is defined by relationship rather than physical proximity; their sense of belonging was varied and defined by multiple dimensions which is consistent with the multi-layered cultural identities of the participants; and that belonging can be experienced imperfectly due to issues of permanence and socio-cultural perceptions of not fitting in. The second aim of this dissertation was to examine how a temporary, online community built participants’ understanding of their lived experiences, particularly among the axes of belonging and identity. The analysis indicated that a meaningful depth of understanding can be created among relative strangers, given the design of the online community and willingness among the participants to meet each other with intention and generosity within that design. This study adds to an under-researched area within existing literature by offering an authentic description of the lifeworld of adults beyond their globally nomadic childhood and makes actionable suggestions for current ex-patriate families and the sponsoring organizations who send them.
ContributorsMalone, Lois (Author) / Wolf, Leigh (Thesis advisor) / Nielsen, Ann (Committee member) / Yadav, Aman (Committee member) / Arizona State University (Publisher)
Created2023
Description
Struggle is a behavior that is often perceived in a negative light in education. Students respond to struggle by avoiding them. Likewise, educators respond by removing obstacles (e.g., heavily scaffolded instruction) or providing assistance prematurely. The ability and opportunity to engage in struggle, specifically productive struggle, is critical in mathematical problem solving. Large bodies of research have shown the benefits of productive struggle and even temporary failure. Grounded in the idea that productive struggle is necessary for learning, this qualitative action research aimed to examine the impact of productive failure instructional design (PFID) on mathematics instruction from the perspectives of four middle school teachers in urban communities in California. In the study, teachers created and implemented an 8-week mini unit focusing on problem solving based on PFID. Data were collected and analyzed from multiple sources, which included pre- and post-surveys, teacher reflection journals, interviews, questionnaires, informal meetings, classroom observations, and student pre- and post-tests. Findings from the study indicated that after implementing PFID, teachers had a deeper understanding of the importance of intentionally embedding productive failure in their mathematics instruction, as well as a more positive attitude towards struggle. The study also revealed that teachers viewed PFID as highly beneficial and effective. Lastly, the study showed that six factors in a professional development affected teachers’ willingness to implement PFID in their classroom: flexibility, professional growth, hands-on experience, collaboration, enjoyment, and ease of integration into existing teaching curriculum.
ContributorsRehak, Youlina Thol (Author) / Baker, Dale (Thesis advisor) / Wolf, Leigh (Committee member) / Rodriguez, Jose M. (Committee member) / Arizona State University (Publisher)
Created2023
Description
The importance of teacher collaboration and professional growth are highlighted by their inclusion in the 2015 Every Student Succeeds Act (ESSA). In ESSA, it is recommended that teachers are provided with opportunities to collaborate and participate in learning communities. The purpose of this action research study was to address the problem of practice of a lack of teacher collaboration and professional learning community (PLC) at Sun Valley High School (SVHS); a 9th-12th grade public school in southern California. Through previous cycles of research, an online collaborative space to foster and support teacher collaboration was created; the PLC Team Hub. This study examined the attitudes and experiences of three teachers participating in a first-year, cross-curricular PLC Team and their interaction with the PLC Team Hub. Data gathered includes survey data, teacher interviews, audio of PLC Team meetings, teacher-generated artifacts, and digital researcher journal. Results suggested that the PLC Team Hub was effective in facilitating teacher collaboration and communication for these teachers. Further, teachers reported that they observed evidence of cross-curricular student engagement and learning as a result of their participation in the PLC Team Hub. Recommendations focus on the future of the innovation and the need for institutional and administrative support to continue the PLC Team Hub at SVHS.
ContributorsSzabo, Zsuzsa Zelika (Author) / Wolf, Leigh (Thesis advisor) / Markos, Amy (Committee member) / Finnell, Todd (Committee member) / Arizona State University (Publisher)
Created2023
Description
It is well documented in literature that student teachers must become self-regulated learners to be effective teachers. As self-regulated learners, teachers can pass these vital skills to their students. The aim of this study is to determine if my self-regulated learning awareness and development (SRLAD) intervention which focuses on teaching student teachers SRL strategies, could impact their academic performance. The literature reviewed shows that SRL strategies can be successfully taught to adult learners through interventions. This practical action research study utilizes a concurrent mixed-method research design. Quantitative data from a pretest/posttest and pre/post MSLQ and qualitative data from student reflective journals were collected simultaneously. The findings were then triangulated to answer the three research questions. Participants were 33 undergraduate teachers reading for their degree in early childhood and primary education at the University of Guyana, Berbice campus (UGBC). Data collected were analyzed using descriptive statistics such as mean and standard deviation and inferential statistics such as the repeated measures t-test and ANOVA. Major findings showed that student teachers were self-motivated and were able to select, assess, evaluate, and use appropriate SRL strategies to suit their learning needs and context. The SRLAD intervention had a meaningful impact on the academic performance of student teachers since they recognized the numerous benefits of incorporating SRL strategies to aid their learning and academic performance. They also realized that by consistently incorporating SRL strategies into their learning, they could become self-regulated learners and, more importantly, teach these skills to their students. As such, the SRLAD intervention should be a mandatory study skill course for all first-year student teachers at the University of Guyana.
ContributorsGarraway, Yassanne Marcia (Author) / Smith, Stephanie (Thesis advisor) / Thompson, Nicole (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2023