Matching Items (25)
Filtering by

Clear all filters

151482-Thumbnail Image.png
Description
This study explores the implications of a cultural and language match/mismatch between teachers and their Hispanic students. The study is particularly relevant given the disproportionate percentage of Hispanic students enrolled in Arizona schools who speak Spanish compared to a majority of teachers who are white and speak English. The purpose

This study explores the implications of a cultural and language match/mismatch between teachers and their Hispanic students. The study is particularly relevant given the disproportionate percentage of Hispanic students enrolled in Arizona schools who speak Spanish compared to a majority of teachers who are white and speak English. The purpose of the study was to learn how the experiences of matched/mismatched teachers differed in their efforts to connect with Hispanic students and families. The framework for this study relies on culturally responsive practice which suggests that maintaining both cultural and academic excellence for our Hispanic students and families promotes positive learning outcomes in schools. The research is based on case studies of eight teachers at an elementary school with a predominately Hispanic student and parent population. The data included surveys, interviews and lesson observations to assess culturally responsive practices. The results of this study indicated that teachers who share common cultural and language characteristics exhibit significantly more behaviors associated with culturally responsive practice than their mismatched counterparts. Mismatched teachers, however, were able to draw on specific school wide and pedagogical resources associated with culturally responsive practice to help support their students' learning.
ContributorsPriniski, David P (Author) / Garcia, David (Thesis advisor) / Powers, Jeanne (Committee member) / Thomas, Jeff (Committee member) / Arizona State University (Publisher)
Created2012
151768-Thumbnail Image.png
Description
Since the introduction of the common school in the United States (US), education has constantly been in a state of reform. Given the importance of student learning to the future state of our nation, it is important to understand how positive educational reform can be achieved. This ethnographic case study

Since the introduction of the common school in the United States (US), education has constantly been in a state of reform. Given the importance of student learning to the future state of our nation, it is important to understand how positive educational reform can be achieved. This ethnographic case study aims to try to understand how a reform effort works as an educational and a sociocultural process, and what the important contributing factors to actualizing school reform are, as well as the challenges of effective implementation. Specifically, this study focuses on a school-wide reform effort based upon Stephen Covey's Seven Habits (1989). Qualitative research methods were used to address the research questions in this study. The researcher drew upon interviews, observations, and artifact and field note collection to tell the story of an elementary school engaged in year three of a school-wide reform initiative from the viewpoint of 10 teachers involved. Three recurring themes emerged from the data. First, data indicate that school reform is most effective when a school culture is created that supports the activation of teacher voice, efficacy, and coparticipation. Second, time and support are factors impacting implementation. Third, teachers reported that the common language from the reform has impacted the culture of the school. The evolution of a school culture is not simple and is demonstrated in the different ways the teachers experience the reform. Questions of authenticity arise when the reform effort changes from a grassroots, bottom-up initiative to a more top-down, bureaucratized business model.
ContributorsLamp, Michelle (Author) / Mccarty, Teresa (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Powers, Jeanne (Committee member) / Arizona State University (Publisher)
Created2013
151664-Thumbnail Image.png
Description
ABSTRACT A review of studies selected from the Educational Resource Information Center (ERIC) covering the years 1985 through 2011 revealed three key evaluation components to analyze within a comprehensive teacher evaluation program: (a) designing, planning, and implementing instruction; (b) learning environments; and (c) parent and peer surveys. In this dissertation,

ABSTRACT A review of studies selected from the Educational Resource Information Center (ERIC) covering the years 1985 through 2011 revealed three key evaluation components to analyze within a comprehensive teacher evaluation program: (a) designing, planning, and implementing instruction; (b) learning environments; and (c) parent and peer surveys. In this dissertation, these three components are investigated in the context of two research questions: 1. What is the relationship, if any, between comprehensive teacher evaluation scores and student standardized test scores? 2. How do teachers and administrators experience the comprehensive evaluation process and how do they use their experiences to inform instruction? The methodology for the study included a mixed-method case study at a charter school located in a middle-class neighborhood within a large metropolitan area of the southwestern United States, which included a comparison of teachers' average evaluation scores in the areas of instruction and environment, peer survey scores, parent survey scores, and students' standardized test (SST) benchmark scores over a two-year period as the quantitative data for the study. I also completed in-depth interviews with classroom teachers, mentor teachers, the master teacher, and the school principal; I used these interviews for the qualitative portion of my study. All three teachers had similar evaluation scores; however, when comparing student scores among the teachers, differences were evident. While no direct correlations between student achievement data and teacher evaluation scores are possible, the qualitative data suggest that there were variations among the teachers and administrators in how they experienced or "bought into" the comprehensive teacher evaluation, but they all used evaluation information to inform their instruction. This dissertation contributes to current research by suggesting that comprehensive teacher evaluation has the potential to change teachers' and principals' perceptions of teacher evaluation as inefficient and unproductive to a system that can enhance instruction and ultimately improve student achievement.  
ContributorsBullock, Donna (Author) / Mccarty, Teresa (Thesis advisor) / Powers, Jeanne (Thesis advisor) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2013
152209-Thumbnail Image.png
Description
There is a documented gap between research-based recommendations produced by university-based scholars in the field of education in the United States and the evidence that U.S. politicians' use when deciding which educational policies to implement or amend. This is a problem because university-based education scholars produce vast quantities of research

There is a documented gap between research-based recommendations produced by university-based scholars in the field of education in the United States and the evidence that U.S. politicians' use when deciding which educational policies to implement or amend. This is a problem because university-based education scholars produce vast quantities of research each year, some of which could, and more importantly should, be useful to politicians in their decision-making processes and yet, politicians continue to make policy decisions about education without the benefit of much of the knowledge that has been gained through scholarly research. I refer to the small fraction of university-based education scholars who are demonstrably successful at getting scholarly research into the hands of politicians to be used for decision-making purposes as "university-based bipartisan scholarship brokers". They are distinct from other university-based education scholars in that they engage with politicians from both political parties around research and, as such, are able to use scholarly research to influence the education policymaking process. The problem that this dissertation addresses is the lack of use, by U.S. politicians, of scholarly research produced by United States university-based education scholars as input in education policy decisions. The way in which this problem is explored is through studying university-based bipartisan scholarship brokers. I focused on three areas for exploration: the methods university-based bipartisan scholarship brokers use to successfully get U.S. politicians to consider scholarly research as an input in their decision-making processes around education policy, how these scholars are different than the majority of university-based education policy scholars, and how they conceive of the education policy-setting agenda. What I uncovered in this dissertation is that university-based bipartisan scholarship brokers are a complete sub-group of university-based education scholars. They work above the rigorous promotion and tenure requirements of their home universities in order to use scholarly research to help serve the research needs of politicians. Their engagement is distinct among university-based education scholars and through this dissertation their perspective is presented in participants' own authentic language.
ContributorsAckman, Emily Rydel (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Created2013
151670-Thumbnail Image.png
Description
Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory

Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions.
ContributorsKenney, Meghan (Author) / Fischman, Gustavo (Thesis advisor) / Powers, Jeanne (Committee member) / Rasch, Katherine D (Committee member) / Arizona State University (Publisher)
Created2013
173191-Thumbnail Image.png
Description

Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo,

Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo, who later became a famous surgeon and co-founder of the Mayo Clinic in Rochester, Minnesota, was a classmate of Mall's. Throughout his studies at Michigan, he was influenced by Corydon L. Ford, a professor of anatomy, Victor C. Vaughn, a biochemist and bacteriologist, and Henry Sewall, a physiologist.

Created2007-11-01
173903-Thumbnail Image.png
Description

Anatomical models have always been a mainstay of descriptive embryology. As the training of embryologists grew in the late 1800s, so too did the need for large-scale teaching models. Embryo wax models, such as those made by Adolf Ziegler and Gustav Born, were popular in the latter part of the

Anatomical models have always been a mainstay of descriptive embryology. As the training of embryologists grew in the late 1800s, so too did the need for large-scale teaching models. Embryo wax models, such as those made by Adolf Ziegler and Gustav Born, were popular in the latter part of the nineteenth century and the early twentieth century as a way to visualize, in three dimensions, the fine detail of embryos without the aid of a microscope. While these models were found in many university laboratories, museums of science, and even expositions and world's fairs, they were anything but easy to make or obtain. Wax modeling required skill, patience, and specialized tools. Small laboratories with only one or two embryologists often found the prospect of wax modeling too laborious, too difficult, and too expensive to make the pursuit worthwhile. As an alternative, Susanna Phelps Gage, an embryologist at Cornell University, perfected a technique of using stacks of absorbent blotting paper rather than stacks of wax plates for constructing embryo models. She first demonstrated her blotting paper method to other embryologists at the annual meeting of the Association of American Anatomists in 1905 and later at the International Zoological Congress, held in Boston in August 1907.

Created2010-11-17
173911-Thumbnail Image.png
Description

As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner

As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner was not exposed to science much in school at a young age, he developed an early appreciation for science through conversations with his father about geography and by looking through the family's National Geographic magazines.

Created2007-11-01
173807-Thumbnail Image.png
Description

The Carnegie Institution of Washington's (CIW) Embryology Department was opened in 1914 and remains one of six departments in the CIW. The department quickly became, and remains, world renowned for its many embryonic development discoveries. In 1913 Franklin P. Mall, Professor of Anatomy at Johns Hopkins Medical School, applied

The Carnegie Institution of Washington's (CIW) Embryology Department was opened in 1914 and remains one of six departments in the CIW. The department quickly became, and remains, world renowned for its many embryonic development discoveries. In 1913 Franklin P. Mall, Professor of Anatomy at Johns Hopkins Medical School, applied for a Carnegie grant to support his research with human embryos. Mall had a collection of over 800 human embryo specimens and was at the point of wanting to do more than just collect. He wanted to study normal and abnormal growth and so began categorizing embryos in a scientific fashion. It soon became apparent that Mall would need funding and a research venue. In 1914 Mall not only received a $15,000 grant from Carnegie, but was also made director of the new Department of Embryology at the CIW. With money, new facilities, a fireproof vault for embryo specimens, and Carnegie's name above the institution's door, Mall brought his extensive embryo collection with him and began obtaining hundreds more human embryos to study. Over the next fifty years, the Department of Embryology would collect and permanently store more than 10,000 embryos.

Created2010-06-27
173810-Thumbnail Image.png
Description

The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific

The Marine Biological Laboratory (MBL) was founded in 1888 in Woods Hole, Massachusetts. Woods Hole was already the site for the government 's US Fish Commission Laboratory directed by Spencer Fullerton Baird, and it seemed like the obvious place to add an independent research laboratory that would draw individual scientific investigators along with students and instructors for courses. From the beginning, the lab had the dual mission of teaching and research, and from the beginning leading biologists have found their way to this small village on the "heel" tip of Cape Cod.

Created2008-10-24