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Description
Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed.
ContributorsGay, Catherine (Author) / Hart, Juliet (Thesis advisor) / Wodrich, David (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to determine if social capital for parents in a low-income urban school would develop through structured or unstructured parent-teacher meetings. The parent-teacher meetings were developed to provide opportunities for parents and teachers to meet to build relationships and develop trust through teaching and learning how to support reading fluency and reading comprehension strategies. In order to build relationships between parents and teachers both parties need to trust one another. Trust is the foundation of relationships but before parties can trust one another, opportunities to form relationships need to be provided. In the case of parents and teachers, the study suggests that the parent-teacher meetings might be a starting point to provide opportunities to form trusting relationships. As parents and teachers work collaboratively to support the academic needs of the children, parents will increase their social capital and learn how to navigate the school system. The findings of the parent-teacher meetings showed that the perceptions of parents and teachers varied. The findings of the study did not display any noticeable differences in responses between the structured and unstructured group of participants. Parents appreciated meeting with teachers to learn how to support student learning at home and believed teachers were influential in the educational experience of their children. Teachers believed: parents want to support student learning at home, but lack academic skills; parents are the influential in the educational experience of the students; and parents are hesitant to ask school staff for help.
ContributorsHidalgo, Rosanna (Author) / McCoy, Kathleen M. (Thesis advisor) / Zehrbach, Gareth D (Committee member) / Cocchiarella, Martha A (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsShi, Ge (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
ContributorsShatuho, Kristina (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-27
Description
Preschool children with language delays often struggle to learn new concepts. Proven strategies such as modeling, prompting, reinforcing responses, direct teaching, and hands-on experience matter to young children with language delays. Also important are social interactions and shared experiences with more knowledgeable persons. Within a cultural context Funds of Knowledge, that is the talents, traditions, and abilities families possess and pass down to their children may be a context for these. However, despite their importance the value Funds of Knowledge have has not been explored with parents of children with special needs. This action research study used a mixed-methods design to understand if Funds of Knowledge could be used as context to improve communication between parents and their children and build trust between parents and a teacher. Seven families participated in the study. Quantitative data were gathered with surveys and were analyzed with descriptive statistics. Qualitative data consisted of transcripts from home-visit interviews, parent presentations, and a focus group, and were analyzed with a grounded theory approach. Results indicate parents entered the study with trust in the teacher especially in terms of having competence in her abilities. Data also show that parents used the language strategies provided to improve communication with their children. Data also indicate that the use of a Funds of Knowledge activity allowed parents to share their knowledge and interests with their children and children in the classroom, feel empowered, and express emotions. From these findings, implication for practice and further research are provided.
ContributorsGonzalez, Alissa Quintero (Author) / Zambo, Debby (Committee member) / Hansen, Cory (Committee member) / Villamil-Rubin, Aura (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsCarlisi, Daniel (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-07
Description
Children with epilepsy represent a unique group of students who may require accommodations in school to be optimally successful. Therefore, it is important for teachers to understand the possible academic consequences epilepsy can have on a child. An important step in providing this information about epilepsy to teachers is understanding where they would prefer to acquire this information. The current study examined differences between teachers of differing ages, school levels and special education teaching status in their preferences for gaining information from parents and the internet. Contrary to expectations, older teachers (those 56 years of age and older) were no less likely that younger teachers to prefer information from the internet. As predicted, elementary school teachers were more likely than high school teachers to prefer information from parents. However, interestingly middle school teachers were also more likely to prefer information from parents than high school teachers. Lastly, contrary to hypothesized results, special education teachers were no more likely to prefer information from parents than non-special education colleagues. Limitations of this study, implications for practice and directions for future research are discussed.
ContributorsGay, Catherine (Author) / Wodrich, David (Thesis advisor) / Levy, Roy (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2011
Description
Yannis Constantinidis was the last of the handful of composers referred to collectively as the Greek National School. The members of this group strove to create a distinctive national style for Greece, founded upon a synthesis of Western compositional idioms with melodic, rhyhmic, and modal features of their local folk traditions. Constantinidis particularly looked to the folk melodies of his native Asia Minor and the nearby Dodecanese Islands. His musical output includes operettas, musical comedies, orchestral works, chamber and vocal music, and much piano music, all of which draws upon folk repertories for thematic material. The present essay examines how he incorporates this thematic material in his piano compositions, written between 1943 and 1971, with a special focus on the 22 Songs and Dances from the Dodecanese. In general, Constantinidis's pianistic style is expressed through miniature pieces in which the folk tunes are presented mostly intact, but embedded in accompaniment based in early twentieth-century modal harmony. Following the dictates of the founding members of the Greek National School, Manolis Kalomiris and Georgios Lambelet, the modal basis of his harmonic vocabulary is firmly rooted in the characteristics of the most common modes of Greek folk music. A close study of his 22 Songs and Dances from the Dodecanese not only offers a valuable insight into his harmonic imagination, but also demonstrates how he subtly adapts his source melodies. This work also reveals his care in creating a musical expression of the words of the original folk songs, even in purely instrumental compositon.
ContributorsSavvidou, Dina (Author) / Hamilton, Robert (Thesis advisor) / Little, Bliss (Committee member) / Meir, Baruch (Committee member) / Thompson, Janice M (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Epilepsy is a neurological condition that sometimes pervades all domains of an affected child's life. At school, three specific threats to the wellbeing of children with epilepsy exist: (1) seizure-related injuries, (2) academic problems, and (3) stigmatization. Unfortunately, educators frequently fail to take into account educationally-relevant epilepsy information when making important decisions. One possible explanation for this is that parents are not sharing such information with teachers. This study surveyed 16 parents of children with epilepsy in order to determine the rate at which they disclosed the epilepsy diagnoses to their children's teachers, as well as the difficulty with which they made the decision to disclose or withhold such information. In addition, the relationships between such disclosure and parent-participants' perceptions of the risks of epilepsy-related injuries, academic struggles, and stigmatization at school were examined. Results indicate that all participants disclosed their children's epilepsy diagnoses to their children's teachers, and most (69%) reported that making this decision was "very easy." There were no statistically significant associations between disclosure and any of three parental perception variables (perceptions of the threats of injury, academic problems, and stigmatization at school). Limitations, implications, and directions for future research are discussed.
ContributorsBush, Vanessa (Author) / Wodrich, David L (Committee member) / Blanchard, Jay (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2011
Description
This paper describes six representative works by twentieth-century Chinese composers: Jian-Zhong Wang, Er-Yao Lin, Yi-Qiang Sun, Pei-Xun Chen, Ying-Hai Li, and Yi Chen, which are recorded by the author on the CD. The six pieces selected for the CD all exemplify traits of Nationalism, with or without Western influences. Of the six works on the CD, two are transcriptions of the Han Chinese folk-like songs, one is a composition in the style of the Uyghur folk music, two are transcriptions of traditional Chinese instrumental music dating back to the eighteenth century, and one is an original composition in a contemporary style using folk materials. Two of the composers, who studied in the United States, were strongly influenced by Western compositional style. The other four, who did not study abroad, retained traditional Chinese style in their compositions. The pianistic level of difficulty in these six pieces varies from intermediate to advanced level. This paper includes biographical information for the six composers, background information on the compositions, and a brief analysis of each work. The author was exposed to these six pieces growing up, always believing that they are beautiful and deserve to be appreciated. When the author came to the United States for her studies, she realized that Chinese compositions, including these six pieces, were not sufficiently known to her peers. This recording and paper are offered in the hopes of promoting a wider familiarity with Chinese music and culture.
ContributorsLuo, Yali, D.M.A (Author) / Hamilton, Robert (Thesis advisor) / Campbell, Andrew (Committee member) / Pagano, Caio (Committee member) / Cosand, Walter (Committee member) / Rogers, Rodney (Committee member) / Arizona State University (Publisher)
Created2012