Matching Items (27)
Filtering by
- Creators: Arizona State University
Description
ABSTRACT Research has shown that the manner in which people are treated in their interactions with agents of the criminal justice system matters. People expect criminal justice officials to treat them fairly and with honesty and respect, which is the basis for procedural justice. When people are treated in a procedurally just and equitable manner they will view the system as legitimate and will be more likely to voluntarily comply and cooperate with legal system directives. People who have personal or vicarious experiences of unfair or unjust interactions with the legal system tend to view the system as less legitimate and are less likely to comply and cooperate when they have contact with representatives of the system. This study examines a random sample of 337 arrestees in Maricopa County, Arizona who have been interviewed as a part of the Arizona Arrestee Reporting Information Network. Descriptive statistics and regression analysis are used to examine views of the procedural justice experienced by arrestees during arrest, perceptions of police legitimacy by arrestees, voluntary compliance to the law, and voluntary cooperation with police. Results of the study show that perceptions of legitimacy work through procedural justice, and that procedurally just interactions with police mediate racial effects on views of legitimacy. Views of procedural justice and legitimacy increase cooperation. No variables in this study were significantly related to compliance.
ContributorsJorgensen, Cody (Author) / Ready, Justin (Thesis advisor) / White, Michael (Committee member) / Katz, Charles (Committee member) / Arizona State University (Publisher)
Created2011
Description
Being properly prepared is one of the keys to surviving an emergency or a disaster. In order to be prepared, people need appropriate education in preparedness, which includes elements of prevention, and planning. There is a definite need to better prepare our nation's citizens in order for them to safely respond in times of a disaster. It also seems likely that the earlier concepts and skills are learned, the easier those concepts and skills would be to remember and the more proficient one would become in implementing them. Therefore, it seems appropriate to teach emergency preparedness concepts and skills early on in the educational process. This means that significant efforts need to be directed toward learning, what impediments currently exist, what is helpful, and how preparedness concepts and skills can be taught to our children. A survey was distributed to third, fourth, and fifth grade teachers, asking them questions about emergency preparedness lessons in the classroom. Results indicated that the majority of teachers would be willing to teach emergency preparedness if the curriculum met current academic standards and they were given adequate resources to teach this subject. This study provides ideas, concepts and motivation for teachers to use in a cross-curricular approach to teaching emergency preparedness in the classroom. This is accomplished by presenting examples of newly developed curriculum/lesson plans that meet state academic standards, based on the current Community Emergency Response Team program and on children's fiction literature for the appropriate age group. A list of literature that could be used in this development is also provided in this study.
ContributorsChristensen, Christian B (Author) / Edwards, David (Thesis advisor) / Olson, Larry (Committee member) / Peterson, Danny (Committee member) / Arizona State University (Publisher)
Created2011
Description
Recently, much of the Physical Education literature has focused on confronting the challenges associated with the rising number of overweight children in America's schools. Physical Education programs are often looked to as intervention sites to remedy the current obesity epidemic. Teachers are often also not held accountable for curriculum adherence and student outcomes in Physical Education due to the lack of a common curriculum. Therefore, measuring teacher fidelity to specific Physical Education curricula is imperative to determine student outcomes when teachers follow the model as intended. In response to these issues, it has become increasingly important to measure student physical activity levels in Physical Education programs to determine moderate to vigorous physical activity (MVPA) levels and to learn about teachers' fidelity to curricular models. Thus, the purpose of this study was to investigate teacher fidelity to the Dynamic Physical Education (DPE) curricular model after having completed DPE methods courses at the university level, when teaching in a DPE supported or non-supported districts. A secondary purpose of this study was to measure students' physical activity (PA) outcomes in classes where the curricular model was used with various levels of district support. Data were collected using mixed methods including an observation instrument, field notes, informal interviews, document analysis, and direct observation of physical activity. Descriptive statistics and t-tests were run to investigate differences between teacher support groups and by teacher fidelity groups. Teachers from both teacher support groups were teaching the curricular model with moderate to high fidelity. Findings suggest that fidelity levels were related to preparation on the DPE curricular model, ongoing professional development, and administrative support. Although the students were often standing (i.e., 40% of the lesson) and 30% of class time was spent in MVPA; teachers were frequently promoting physical activity both within (51%) and outside (50%) of Physical Education and the school day.
ContributorsKloeppel, Tiffany (Author) / Hodges-Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
The crime of human trafficking has received increased national attention over the past decade. However, the subject of human trafficking is rarely mentioned in criminal justice and criminology curricula in colleges and universities. This study discusses findings from a review of listed courses in 100 criminology and criminal justice bachelor degree programs in colleges and universities in the United States. Implications for further research, including examining criminal justice education programs outside of academe, are discussed. The author advocates adding courses on human trafficking in criminology and criminal justice curricula and makes recommendations for undergraduate criminology and criminal justice education.
ContributorsZhilina, Tatyana (Author) / Stancliff, Michael (Thesis advisor) / Bernat, Francesc (Committee member) / Vaughan, Suzanne (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school, family, and community were explored through examining historical documents and photographs, comparing popular culture perspectives, and learning basic semiotics. The students then worked within these ideas by creating their own photographs and reflecting upon their art making choices. The new approach was implemented in an analog film class in which basic 35mm camera and film techniques are taught. It is argued that meaning making motivates the adolescent photographer rather than the achievement of strong technical skills. This qualitative study was conducted using an action research approach, in which the author was both the classroom teacher and the researcher. The study incorporates data collected from student-created photographs, student written responses, interviews of students, interviews of photography teachers, and the researcher's field notes. Major themes were discovered over time by applying a grounded theory approach to understanding the data. The curriculum brought a new level of student engagement, both in participation in the course and in the complexity of their image making. By incorporating the chosen topics, students' images were rich with personal meaning. Students retained concepts of historical and social uses for photography and demonstrated a base understanding of semiotic theory. Furthermore, the data points to a stronger sense of community and teacher-student relationships within the classroom. The researcher argues that this deeper rapport is due to the concentration on personal themes within the practice of photography. Setbacks within the study included censorship by the school of mature subjects, a limited amount of equipment, and a limited amount of time with the students. This study demonstrates the need for art curriculum to provide connections between visual art, interdisciplinary associations, students' level of development, and students' personal interests. The research provides a possible approach to redesigning curriculum for photography courses for the twenty-first century student.
ContributorsOverby, Alexandra (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2011
Description
This paper outlines the three research projects that I performed between 2009-present: Slow Movement Training (SMT) lab, Self-education Through Embodied Movement (STEM), and the Athletic Movement Program (AMP). It first evaluates the major issues that spawned each research project, and then provides a framework for understanding the shift in the student-centered physical and mental movement practices that I developed in response to the need for reform. The content will address the personal and professional paradigmatic shift that I experienced through the lens of a practitioner and educator. It will focus heavily on the transitions between each of the projects and finally the emergence of the Athletic Movement Program. The focal point becomes one of community needs, alternate resources and hybrid-online classroom support. The paper concludes with an overview and content comparison between the one-size-fits-all model used within public movement education and Athletic Movement Programs' strengths and challenges.
ContributorsCroitoru, Michael (Author) / Mitchell, John D. (Thesis advisor) / Fitzgerald, Mary (Committee member) / Coleman, Grisha (Committee member) / Arizona State University (Publisher)
Created2011
Description
Via my personal, academic and professional journey, I closely examine my career growth and how my perspectives on early childhood environments developed in reference to free play. Using a narrative format, I share personal experiences that have shaped my views on free play. Free play is a type of play that features choices, freedom of selection, cognitive and social development, and child interest. I review relevant literature and weave in my personal and professional experiences in order to reflect on free play from two different perspectives: participant (child), and the Early Childhood Professional (teacher and/or administrator). I also demonstrate how my professional and academic milestones have contributed to my developing beliefs and ideas put into practice about free play in early childhood environments.
ContributorsAlleyne, Teja Diamond (Author) / Swadener, Beth Elizabeth (Thesis advisor) / Nagasawa, Mark (Committee member) / Bartlett, Margaret (Committee member) / Arizona State University (Publisher)
Created2011
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
No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research was to examine how the requirement of only linking language proficiency standards to academic content standards has impacted the quality of Arizona English Language Proficiency Standards with the Common Core English Language Arts State Standards and WIDA Standards at grades 2, 7, and 9. A modified version of Cook's (2007) method was used to determine the standards alignment as well as common and uncommon knowledge between the sets of standard. Results indicate no alignment and limited linkage. Findings also showed absence of grade-level academic content and academic language.
ContributorsNguyen, Tracy Robin (Author) / Arias, M. Beatriz (Thesis advisor) / Blasingame, James (Committee member) / Garcia, Eugene (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT This narrative study traces the development of a dance curriculum as it unfolded in an inner city public school. It examines the curriculum emergence through intersecting worlds of artistic practice, improvisation, lived experience and context. These worlds were organized and explored through themes of gender, emotion, longing and intersections and examined through lenses of critical theory, aesthetics and currere. It examines the interior dialogue within one individual educator who is both a dance artist and a teacher and reflects the differing and at times conflicting perspectives within those two positions. The curriculum acquired the name "curriculum by accident" because several highly unexpected events contributed to its development. The students were initially suspicious and hostile and presented significant resistance to classical dance as an artistic form. This resistance was circumvented through creative process and improvisation. The act of improvisation became both a way to approach teaching and curriculum development and as an artistic process. Improvisation courts chance, the unplanned and the accidental through a structure in which the unknown is as valued as the known. The school setting is one full of known subjects; curriculum, settings, procedures, people and expectations. Curriculum by accident was a circumstance in which a known (school) and an unknown (the evolving curriculum) melded. The development of curriculum by accident was a response to an array of intuitive and serendipitous cues. The curriculum seeped through the cracks of school experience and transmuted into a curriculum that was very successful.
ContributorsBendix, Susan W. (Author) / Blumenfeld-Jones, Donald (Thesis advisor) / Barone, Thomas (Committee member) / Jackson, Naomi (Committee member) / Arizona State University (Publisher)
Created2010