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This study examines the experiences of participants enrolled in an online community college jazz history course. I surveyed the participants before the course began and observed them in the online space through the duration of the course. Six students also participated in interviews during and after the course. Coded data from the interviews, surveys, and recorded discussion posts and journal entries provided evidence about the nature of interaction and engagement in learning in an online environment. I looked for evidence either supporting or detracting from a democratic online learning environment, concentrating on the categories of student engagement, freedom of expression, and accessibility. The data suggested that the participants' behaviors in and abilities to navigate the online class were influenced by their pre-existing native media habits. Participants' reasons for enrolling in the online course, which included convenience and schedule flexibility, informed their actions and behaviors in the class. Analysis revealed that perceived positive student engagement did not contribute to a democratic learning environment but rather to an easy, convenient experience in the online class. Finally, the data indicated that participants' behaviors in their future lives would not be affected by the online class in that their learning experiences were not potent enough to alter or inform their behavior in society. As online classes gain popularity, the ability of these classes to provide meaningful learning experiences must be questioned. Students in this online jazz history class presented, at times, a façade of participation and community building but demonstrated a lack of sincerity and interest in the course. The learning environment supported accessibility and freedom of expression to an extent, but students' engagement with their peers was limited. Overall, this study found a need for more research into the quality of online classes as learning platforms that support democracy, student-to-student interaction, and community building.
ContributorsHunter, Robert W. (Author) / Stauffer, Sandra L (Thesis advisor) / Tobias, Evan (Thesis advisor) / Bush, Jeffrey (Committee member) / Kocour, Michael (Committee member) / Pilafian, Sam (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation reports on an action research study that sought to discover how a new WiFi, tablet computing device, the Apple iPad, affected, enhanced, and impacted student engagement in an English Honors course at Scottsdale Community College. The researcher was also the instructor in the two semester, first-year, college composition sequence (English 101/102) in which all 18 students were provided the new Apple iPad tablet computing device. The researcher described how students adapted the Apple iPads to their academic lives, assessed iPad compatibility with current instructional technology systems, and interviewed participating students to document their beliefs about whether iPad activities enhanced the course. At the conclusion of the college composition sequence, 13 students agreed to participate in focus groups to describe how they made use of the iPad and to report on how the iPad influenced their engagement. Among other findings, students reported that there were compatibility problems with current SCC instructional technology systems, that the iPad increased their efficiency in completing informal educational tasks, but that the iPad was not useful for doing word processing and research. Recommendations for future use of the iPad in this course include reducing the number of iPads accessing the WiFi network at the same time, piloting the use of iPad word processing applications, researching more "mobile-friendly" web sites and documents, and developing innovative assignments that take advantage of iPad capabilities.
ContributorsTualla, Larry Tech (Author) / Clark, Christopher M. (Thesis advisor) / De Los Santos Jr., Alfredo G (Thesis advisor) / Young, Lisa C. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Mechanisms for oxygen reduction are proposed for three distinct cases covering two ionic liquids of fundamentally different archetypes and almost thirty orders of magnitude of proton activity. Proton activity is treated both extrinsically by varying the concentration and intrinsically by selecting proton donors with a wide range of aqueous pKa values. The mechanism of oxygen reduction in ionic liquids is introduced by way of the protic ionic liquid (pIL) triethylammonium triflate (TEATf) which shares some similarities with aqueous acid solutions. Oxygen reduction in TEATf begins as the one electron rate limited step to form superoxide, O2*-, which is then rapidly protonated by the pIL cation forming the perhydroxyl radical, HO2*. The perhydroxyl radical is further reduced to peroxidate (HO2-) and hydrogen peroxide in proportions in accordance with their pKa. The reaction does not proceed beyond this point due to the adsorption of the conjugate base triethylammine interfering with the disproportionation of hydrogen peroxide. This work demonstrates that this mechanism is consistent across Pt, Au, Pd, and Ag electrodes. Two related sets of experiments were performed in the inherently aprotic ionic liquid 1-butyl-2,3-dimethylimidazolium triflate (C4dMImTf). The first involved the titration of acidic species of varying aqueous pKa into the IL while monitoring the extent of oxygen reduction as a function of pKa and potential on Pt and glassy carbon (GC) electrodes. These experiments confirmed the greater propensity of Pt to reduce oxygen by its immediate and abrupt transition from one electron reduction to four electron reduction, while oxygen reduction on GC gradually approaches four electron reduction as the potentials were driven more cathodic. The potential at which oxygen reduction initiates shows general agreement with the Nernst equation and the acid's tabulated aqueous pKa value, however at the extremely acidic end, a small deviation is observed. The second set of experiments in C4dMImTf solicited water as the proton donor for oxygen reduction in an approximation of the aqueous alkaline case. The water content was varied between extremely dry (<0.1 mol% H2O) and saturated (approximately 15.8 mol% H2O}). As the water content increased so too did the extent of oxygen reduction eventually approach two electrons on both Pt and GC. However, additional water led to a linear increase in the Tafel slope under enhanced mass transport conditions up to the point of 10 mol% water. This inhibition of oxygen adsorption is the result of the interaction between superoxide and water and more specifically is proposed to be associated with decomposition of theC4dMIm+ cation by hydroxide at the elevated temperatures required for the experiment. Oxygen reduction on both Pt and GC follows Nernstian behavior as the water content is increased. Separate mechanisms for oxygen reduction on Pt and GC are proposed based on the nature of the Nernstian response in these systems.
ContributorsZeller, Robert August (Author) / Friesen, Cody (Thesis advisor) / Sieradzki, Karl (Committee member) / Buttry, Daniel (Committee member) / Arizona State University (Publisher)
Created2011
Description
Accounts in the media often demonize teachers and misrepresent what is happening in schools. Meanwhile, teachers' voices are largely absent from the national and international debates on school reform. This dissertation privileges the voices of nine participating Kindergarten through second grade teachers from a variety of public schools, including affluent schools and schools receiving full and partial Title I funding. Through observations and interviews teachers shared their narratives of classroom joys and challenges while also describing how policy has affected these experiences. A preliminary discourse analysis of these narratives was performed, identifying narratives related to nodes of the activity system of schooling. Further discourse analysis of these identified narratives revealed how these teachers' classroom experiences position them within an activity system strongly influenced by tensions between maternal relationships and the patriarchal project of schooling. A critical feminist theoretical perspective is utilized to respond to these tensions and to describe possibilities for future studies in education and the future of education in general.
ContributorsGaches, Sonya (Author) / Swadener, Elizabeth B (Thesis advisor) / Sandlin, Jennifer (Committee member) / Gee, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation would operate the educational functions for its populace. This study looked at the implications and impact that perspectives of this law would have on public schools within Arizona from the perspective of five superintendents in Arizona public schools within the Navajo Nation were gained through open-ended interviews. It examined the legal, fiscal, and curricular issues through the prism of sovereignty. Through the process of interviews utilizing a set of guided questions in a semi-structured format, five superintendents in Arizona public schools within the Navajo Nation shared their perspectives. Analysis of the five interviews revealed curriculum, funding, jurisdictional, and fear or mistrust as problems the Navajo Nation will need to overcome if it is to begin full control of all aspects of education within its boundaries. There is a strong need for the Department of Dine' Education to educate public schools with regards to the Navajo Nation Sovereignty in Education Act of 2005. Administrators need more training in tribal governments. Like the constitution, the Navajo Sovereignty in Education Act will be interpreted differently by different people. But, without action, it will be ignored. Within the Act's pages are the hopes of the Navajo Nation and the dreams for our young Navajo students.
ContributorsRoessel, Karina A (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee Ann (Thesis advisor) / Wauneka, Jacquelyne (Committee member) / Arizona State University (Publisher)
Created2011
Description
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This study utilized ecological theory and social exchange theory to examine how father involvement effects the human capital accumulation of young mothers. This study used data from a sub-sample of young mothers taken from the Healthy Families Arizona longitudinal evaluation (N = 84). The participants in the sub-sample were between 13 and 21 years of age. Using a random effects regression model, it was found that father involvement negatively affects a young mother's school attendance over time. The probability of a mother attending school when the father is involved decreases by 12%. It was also found that for the average age mother (19 years of age), the probability of attending school decreases by 59% every additional year. Furthermore, for a mother with an average number of children (one child), every additional child she has decreases the probability of attending school by 24%. In addition it was found that for the average age mother (19 years of age) every additional year, the likelihood of being employed increases 2.9 times, and for a mother with an average number of children (one child) every additional child decreases the likelihood of employment by .88 times.
ContributorsRojas, Rose (Author) / Krysik, Judy (Thesis advisor) / Shapiro, Alyson (Committee member) / Lecroy, Craig (Committee member) / Arizona State University (Publisher)
Created2011
Description
Meteorology is an uncommon term rarely resonating through elementary classrooms. However, it is a concept found in both fourth and sixth grade Arizona science standards. As issues involving the environment are becoming more pertinent, it is important to study and understand atmospheric processes along with fulfilling the standards for each grade level. This thesis project teaches the practical skills of weather map reading and weather forecasting through the creation and execution of an after school lesson with the aide of seven teen assistants.
ContributorsChoulet, Shayna (Author) / Walters, Debra (Thesis director) / Oliver, Jill (Committee member) / Balling, Robert (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
Plants are essential to human life. They release oxygen into the atmosphere for us to breathe. They also provide shelter, medicine, clothing, tools, and food. For many people, the food that is on their tables and in their supermarkets isn't given much thought. Where did it come from? What part of the plant is it? How does it relate to others in the plant kingdom? How do other cultures use this plant? The most many of us know about them is that they are at the supermarket when we need them for dinner (Nabhan, 2009) (Vileisis, 2008).
ContributorsBarron, Kara (Author) / Landrum, Leslie (Thesis director) / Swanson, Tod (Committee member) / Pigg, Kathleen (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
DescriptionBased on previous research and findings it is proven that a non-profit class to create awareness will be beneficial in the prevention of eating disorders. This analysis will provide significant research to defend the proposed class.
ContributorsAllen, Brittany (Author) / Chung, Deborah (Author) / Fey, Richard (Thesis director) / Peck, Sidnee (Committee member) / Mazurkiewicz, Milena (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12