Matching Items (4)
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- All Subjects: Online
- All Subjects: Internet and women--United States.
- Creators: Daly Goggin, Maureen
- Creators: McCoy, Kathleen M.
Description
Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways.
ContributorsBruening, Marie Diane (Author) / McCoy, Kathleen M. (Thesis advisor) / Gehrke, Rebecca (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2010
Description
This study analyzes syllabi for first-year college composition courses and interview responses to examine how the choices made by instructors affect online course design. Using the Syllabus Assessment Instrument designed by Madson, Melchert and Whipp (2004), this dissertation looks specifically at attendance and participation policies, course behavior policies, contact information, required material choices, course organization decisions and tool decisions to reveal how instructors do or do not accommodate online class pedagogies. This study finds that the choices instructors make in syllabus design provide significant information about the overall online course design itself. Using Selber's multiliteracies as a frame for understanding the choices made by instructors, this study finds that instructors focus primarily on functional literacies in their discourses and in the way they communicate their choices to students. Instructors vary in how they inform students of the mechanics of how to interact with tools, how often to interact with the online course, and how to use the tools within the online course. While these aspects of online courses are important, focusing on these aspects of the online course overshadows alternative perspectives on tool use that could encourage critical reflection by both instructors and students. To help instructors and departments design more effective syllabi and courses, this study raises questions and offers observations about how instructors communicate policies and how they understand these policies and pedagogies in online courses. In providing general guidelines for syllabus design and course design, this study will help writing instructors and composition programs better understand the significance of the choices they make in online course design.
ContributorsPfannenstiel, Amber Nicole (Author) / Goggin, Peter (Thesis advisor) / Daly Goggin, Maureen (Committee member) / Hayes, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
For the past few decades, feminist researchers have worked tirelessly to recover the history of American women’s sewing – both the artifacts made and the processes, practices, and identities linked to the objects produced. With the transition to the digital age, women are still sewing, but they are inventing, making, and distributing sewn objects using platforms and pathways online to share knowledge, showcase their handicrafts, and sell their wares. This dissertation examines contemporary sewing and asks how digital practices are extending and transforming the history of women’s sewing in America. I place my findings against the backdrop of women’s history by recounting how and why women sewed in previous eras. This dissertation demonstrates how past sewing practices are being repeated, remixed, and reimagined as women meet to sew, socialize, and collaborate on the web.
The overall approach to this project is ethnographic in nature, in that I collected data by participating alongside my female subjects in the online settings they frequent to read about, write about, and discuss sewing, including blogs, email, and various social media sites. From these interactions, I provide case studies that illuminate my findings on how women share sewing knowledge and products in digital spaces. Specifically, I look at how women are using digital tools to learn and teach sewing, to sew for activist purposes, and to pursue entrepreneurship. My findings show that sewing continues to be a highly social activity for women, although collaboration and socializing often happen from geographically distanced locations and are enabled by online communication. Seamstresses wanting to provide sewing instruction are able to archive their knowledge electronically and disperse it widely, and those learning to sew can access this knowledge by navigating paths through a plethora of digital resources. Activists are able to recruit more widely when seeking participants for their causes and can send handmade goods to people in need around the globe. Although gender biases continue to plague working women, the internet provides new opportunities for female entrepreneurship and allows women to profit from their sewing skills.
The overall approach to this project is ethnographic in nature, in that I collected data by participating alongside my female subjects in the online settings they frequent to read about, write about, and discuss sewing, including blogs, email, and various social media sites. From these interactions, I provide case studies that illuminate my findings on how women share sewing knowledge and products in digital spaces. Specifically, I look at how women are using digital tools to learn and teach sewing, to sew for activist purposes, and to pursue entrepreneurship. My findings show that sewing continues to be a highly social activity for women, although collaboration and socializing often happen from geographically distanced locations and are enabled by online communication. Seamstresses wanting to provide sewing instruction are able to archive their knowledge electronically and disperse it widely, and those learning to sew can access this knowledge by navigating paths through a plethora of digital resources. Activists are able to recruit more widely when seeking participants for their causes and can send handmade goods to people in need around the globe. Although gender biases continue to plague working women, the internet provides new opportunities for female entrepreneurship and allows women to profit from their sewing skills.
ContributorsRussum, Jennifer Ann (Author) / Gee, Elisabeth (Thesis advisor) / Daly Goggin, Maureen (Committee member) / Boyd, Patricia (Committee member) / Arizona State University (Publisher)
Created2016