Matching Items (987)
Filtering by
- All Subjects: Education
Description
The purpose of this study was to investigate the use of the design characteristics component of the Jeffries/National League for Nursing Framework for Designing, Implementing, and Evaluating Simulations when developing a simulation-based approach to teaching structured communication to new graduate nurses. The setting for the study was a medium sized tertiary care hospital located in the southwestern United States. Participants in the study were an instructional designer (who also served as the researcher), two graduate nursing education specialists, one unit based educator, and 27 new graduate nurses and registered nurses who had been in practice for less than six months. Design and development research was employed to examine the processes used to design the simulation, implementation of the simulation by faculty, and course evaluation data from both students and faculty. Data collected from the designer, faculty and student participants were analyzed for evidence on how the design characteristics informed the design and implementation of the course, student achievement of course goals, as well as student and faculty evaluation of the course. These data were used to identify the strengths and weaknesses of the model in this context as well as suggestions for strengthening the model. Findings revealed that the model generally functioned well in this context. Particular strengths of the model were its emphasis on problem-solving and recommendations for attending to fidelity of clinical scenarios. Weaknesses of the model were inadequate guidance for designing student preparation, student support, and debriefing. Additionally, the model does not address the role of observers or others who are not assigned the role of primary nurse during simulations. Recommendations for strengthening the model include addressing these weaknesses by incorporating existing evidence in the instructional design of experiential learning and by scaffolding students during problem-solving. The results of the study also suggested interrelationships among the design characteristics that were not previously described; further exploration of this finding may strengthen the model. Faculty and instructional designers creating clinical simulations in this context would benefit from using the Jeffries/National League for Nursing Model, adding external resources to supplement in areas where the model does not currently provide adequate guidance.
ContributorsWilson, Rebecca D (Author) / Klein, James D. (Thesis advisor) / Hagler, Debra (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
Individuals' experiences, environment, and education greatly impact their entire being. Similarly, a designer is affected by these elements, which impacts how, what and why they design. In order for design education to generate designers who are more socially aware problem solvers, that education must introduce complex social matters and not just design skills. Traditionally designers learned through apprenticing a master. Most design education has moved away from this traditional model and has begun incorporating a well-rounded program of study, yet there are still more improvements to be made. This research proposes a new Integrated Transformational Experience Model, ITEM, for design education which will be rooted in sustainability, cultural integration, social embeddedness, and discipline collaboration. The designer will be introduced to new ideas and experiences from the immersion of current social issues where they will gain experience creating solutions to global problems enabling them to become catalysts of change. This research is based on interviews with industrial design students to gain insights, benefits and drawbacks of the current model of design education. This research will expand on the current model for design education, combining new ideas that will shed light on the future of design disciplines through the education and motivation of designers. The desired outcome of this study is to incorporate hands on learning through social issues in design classrooms, identify ways to educate future problem solvers, and inspire more research on this issue.
ContributorsWingate, Andrea (Author) / Takamura, John (Thesis advisor) / Stamm, Jill (Committee member) / Bender, Diane (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the experiences of parents in mixed marriages (Vietnamese married to non-Vietnamese) raising their children in the United States. Specifically, this study focused on what factors influence parents' development of family language policies and patterns of language use. While research has been done on language policy and planning at the macro-level and there are an increasing number of studies on family language policy at the microlevel, few studies have focused on couples in mixed marriages who are heritage language speakers of the language they are trying to teach their children. This study used both surveys and interviews to gather data about parents' beliefs and attitudes towards bilingualism and the heritage language (HL), strategies parents are using to teach their children the HL, and major challenges they face in doing so. There were three main findings. First, parents without full fluency in the HL nevertheless are able to pass the HL on to their children. Second, an important factor influencing parents' family language policies and patterns of language use were parents' attitudes towards the HL--specifically, if parents felt it was important for their children to learn the HL and if parents were willing to push their children to do so. Third, proximity to a large Vietnamese community and access to Vietnamese resources (e.g., Vietnamese language school, Vietnamese church/temple, etc.) did not assure families' involvement in the Vietnamese community or use of the available Vietnamese resources. The findings of this study reveal that though language shift is occurring in these families, parents are still trying to pass on the HL to their children despite the many challenges of raising them bilingually in the U.S.
ContributorsLam, Ha (Author) / Wiley, Terrence (Thesis advisor) / Appleton, Nicholas (Thesis advisor) / Tobin, Joseph (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT In Roosevelt v. Bishop (1994), Arizona public school districts and parents challenged Arizona's school financing system arguing that it was not "general and uniform" as required by the Arizona Constitution. The purpose of this study was to analyze Arizona's Students Fair and Immediate Resources for Students Today (Students FIRST) legislation, the remedy that resulted from the Roosevelt decision, empirically, and longitudinally. Three types of statistical analyses were conducted on a sample of 165 public school districts. Fiscal neutrality was measured for each of the eleven years of the study, to assess the association between the per-pupil Students FIRST funding level and the per-pupil property wealth. Multiple regression analysis was also conducted to assess if both property wealth and district size were associated with the distribution of Students FIRST funding. Finally, I analyzed the eleven-year average of the total Students FIRST funding distributed to school districts and assessed how the plaintiff districts ranked in the distribution. Overall, the findings revealed that Students FIRST met the fiscal neutrality standard in some, but not in all the categories and years of this study, per-pupil property wealth was only weakly related to, and district size was not associated with, Students FIRST funding. The analysis of average funding suggested that some property rich school districts benefited most from Students FIRST. These results suggest that the traditional measures used to assess the fiscal neutrality of operating funding may not be appropriate for assessing the fiscal neutrality of capital finance reforms. While the results of this study provide some suggestive evidence that Students FIRST did not fulfill the Court's mandate, additional research is needed as to whether or not Arizona's capital finance system has resulted in disparities in funding that fall short of the constitutional standard.
ContributorsBaca, Kenneth R (Author) / Powers, Jeanne M. (Thesis advisor) / Garcia, David R. (Committee member) / Essigs, Chuck (Committee member) / Arizona State University (Publisher)
Created2011
Description
One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questions: (a) What social discourses are present in a professional learning school for inclusive education?, and (b) How do teachers appropriate these social discourses in situated practice? I used analytical tools from Critical Discourse Analysis (CDA) and Grounded Theory to analyze entry and exit interviews with teacher residents, principals, site professors, and video-stimulated interviews with teacher residents, observations of classroom practices and thesis seminars, and school documents. I found two social discourses that I called discourses of professionalism, as they offered teachers a particular combination of tools, aiming to universalize certain tools for doing and thinking that signaled what it meant to be a professional teacher in the participating schools. These were the Total Quality Management like discourse (TQM-like) and the Inclusive Education-like discourse. The former was dominant in the schools, whereas the latter was dominant in the university Master's program. These discourses overlapped in teachers' classrooms practices, creating tensions. To understand how these tensions were resolved, this study introduced the concept of curating, a kind of heuristic development that pertains particularly to the work achieved in boundary practices in which individuals must claim multiple memberships by appropriating the discourses and their particular tool kits of more than one community of practice. This study provides recommendations for future research and the engineering of professional development efforts for inclusive education.
ContributorsWaitoller, Federico R. (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Created2011
Description
Michael Apple's scholarship on curriculum, educational ideology, and official knowledge continues to be influential to the study of schooling. Drawing on the sociological insights of Pierre Bourdieu and the cultural studies approaches of Raymond Williams, Apple articulates a theory of schooling that pays particular attention to how official knowledge is incorporated into the processes of schooling, including textbooks. In an effort to contribute to Apple's scholarship on textbooks, this study analyzed high school American history textbooks from the 1960s through the 2000s with specific attention to the urban riots of the late-1960s, sixties counterculture, and the women's movement utilizing Julia Kristeva's psychoanalytic concept of abjection to augment Apple's theory of knowledge incorporation. This combination reveals not only how select knowledge is incorporated as official knowledge, but also how knowledge is treated as abject, as unfit for the curricular body of official knowledge and the selective tradition of American history. To bridge the theoretical frameworks of incorporation and abjection Raymond Williams' theory of structures of feeling and Slavoj iek's theory of ideological quilting are employed to show how feelings and emotional investments maintain ideologies. The theoretical framework developed and the interpretive analyses undertaken demonstrate how textbook depictions of these historical events structure students' present educational experiences with race, class, and gender.
ContributorsKearl, Benjamin (Author) / Margolis, Eric (Thesis advisor) / Blumenfeld-Jones, Donald (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item parcels based on the standards tested from the four domains of reading, writing, listening, and speaking were used for the analyses. Five different factor models were tested: a single factor model, a correlated two-factor model, a correlated four-factor model, a second-order factor model and a bifactor model. The results indicate that the four-factor model, second-order model, and bifactor model fit the data well. The four-factor model hypothesized constructs for reading, writing, listening and speaking. The second-order model hypothesized a second-order English language proficiency factor as well as the four lower-order factors of reading, writing, listening and speaking. The bifactor model hypothesized a general English language proficiency factor as well as the four domain specific factors of reading, writing, listening, and speaking. The Chi-square difference tests indicated that the bifactor model best explains the factor structure of the ELDA. The results from this study are consistent with the findings in the literature about the multifactorial nature of language but differ from the conclusion about the factor structures reported in previous studies. The overall proficiency levels on the ELDA gives more weight to the reading and writing sections of the test than the speaking and listening sections. This study has implications on the rules used for determining proficiency levels and recommends the use of conjunctive scoring where all constructs are weighted equally contrary to current practice.
ContributorsKuriakose, Anju Susan (Author) / Macswan, Jeff (Thesis advisor) / Haladyna, Thomas (Thesis advisor) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
ContributorsYun, Gwan Ki (Author) / Stauffer, Sandra L (Thesis advisor) / Bush, Jeffrey B (Committee member) / Schmidt, Margaret T (Committee member) / Sullivan, Jill M (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
This 15-week long course is designed to introduce students, specifically in Arizona, to basic sustainability and conservation principles in the context of local reptile wildlife. Throughout the course, the students work on identifying the problem, creating visions for the desired future, and finally developing a strategy to help with reptile species survival in the valley. Research shows that animals in the classroom have led to improved academic success for students. Thus, through creating this course I was able to combine conservation and sustainability curriculum with real-life animals whose survival is directly being affected in the valley. My hope is that this course will help students identify a newfound passion and call to action to protect native wildlife. The more awareness and actionable knowledge which can be brought to students in Arizona about challenges to species survival the more likely we are to see a change in the future and a stronger sense of urgency for protecting wildlife. In order to accomplish these goals, the curriculum was developed to begin with basic concepts of species needs such as food and shelter and basic principles of sustainability. As the course progresses the students analyze current challenges reptile wildlife faces, like urban sprawl, and explore options to address these challenges. The course concludes with a pilot pitch where students present their solution projects to the school.
ContributorsGoethe, Emma Rae (Author) / Brundiers, Katja (Thesis director) / Bouges, Olivia (Committee member) / School of Sustainability (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The concept of Nature Made Candles was to “educate candle lovers on the importance of knowing what is in the candle. Everyone should know what they are inhaling...no matter how nice (or not) it smells. Earth needed a candle for enjoying scents and sights without hindering health, so we made one.” The objective evolved into educating the student population of Arizona State University (ASU) about what ingredients go into commercial candles, with a particular focus on the wax and scent, as well as giving students a free candle that emulated the holistic ingredients they were educated on. This project was designed to be a quality improvement and health promotion project with an emphasis on the ASU student population. The purpose of the project was to find a type of candle that was friendly to the lungs of all individuals who wanted candles in their household.
ContributorsMuenchen, Cassandra (Co-author) / Waterman, Grace (Co-author) / Jaurigue, Lisa (Thesis director) / Kenny, Katherine (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05