Matching Items (4)
Description
In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the PLC meeting. This was achieved by showing short video recordings of teachers in their classrooms. I used a mixed methods approach to investigate how this innovation influenced three constructs associated with PLC meetings: professional learning, the sharing of tacit teaching knowledge, and collaboration in the PLC.
Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms.
In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.
Quantitative data consisted of responses to a survey given as a pre-, post-, and retrospective pre-test. Results showed significant gains for all three constructs between the retrospective pre-test and the post-test, but no significant gain between the pre- and post-test. Analysis of qualitative data produced four assertions. First, the process of peer observation during a PLC meeting benefitted the personal learning of teachers. Second, peer observation benefitted teacher teams' abilities to demonstrate the critical behaviors of a true PLC. Third, the process of facilitating peer observation through video recordings evoked negative emotions. Fourth, the degree to which teachers were able to learn from a video was influenced by their perceptions of the video's authenticity and similarity to their own classrooms.
In the discussion, complementarity of the quantitative and qualitative data was described and results were explained in terms of previous research and established theory. Additionally, practical lessons that were learned, limitations, and research implications were described. In a concluding section, I discussed my personal learning regarding leadership, innovation, and action research; the purpose of the doctorate in education; and strengthening connections between research and practitioners.
ContributorsMacKinney, Bennett (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Committee member) / Haghighat, Ibi (Committee member) / Arizona State University (Publisher)
Created2015
Description
Abstract Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an attempt to overcome conflict, the researcher introduced an intervention to five grade-level teaching teams at a suburban elementary school where staff had been struggling to develop teams into PLCs. The intervention consisted of training participants in the use of collaborative norms, and then tracking the use of these norms during team meetings, as well as gathering the teachers' perceptions on how their team was being affected by the use of the norms. Seven training sessions were conducted, each devoted to an individual norm such as pausing, putting ideas on the table, or presuming the positive, and so on. A mixed-methods action research model was utilized in gathering and analyzing the data in this study. Qualitative measures included reflection journals completed by the teachers, open-ended survey questions, and written responses in which the teachers described prior to the intervention and again after the intervention how their team: 1. Is like a PLC, 2. Is not like a PLC, and 3. Is becoming like a PLC. Quantitative measures included a survey of team communication that used questions regarding efficacy, conflict, and candor/trust. Quantitative measures also included an instrument developed as part of the System for Multi-Level Observation of Groups (SYMLOG) which is used for recording evidences of values observed in team members. Results demonstrated increases in teachers' perceptions of friendliness among their colleagues, ability to deal with conflict amicably and constructively, and in teachers' perception that they were now being listened to and understood more than they had been previously. Teachers also reported that they came to think of their team as a PLC, and began to perceive that there were benefits with respect to student achievement because they were becoming a PLC. Discussion focused on lessons learned, implications for practice, and implications for research.
ContributorsSterr, Ronald (Author) / Buss, Ray R (Thesis advisor) / Zucker, Stanley (Thesis advisor) / Roy, Patricia (Committee member) / Arizona State University (Publisher)
Created2011
Description
The focus of this research study was to better understand the development of a Professional Learning Community (PLC) culture within an urban middle school campus and to analyze if the intervention, intended to develop a campus PLC culture, had any positive or negative impact on student achievement. This mixed-methods research study utilized pre and post surveys and interviews with campus educators to delve into the perceptions of the development of a PLC culture within the middle school campus. Furthermore, student academic performance was explored through the analysis of state academic performance reports.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
The first significant finding of this study was that the results of the concurrent method of data analysis affirmed that, potentially because of this intervention during the 2018-2019 academic school year, the middle school of this study did commence the development of a professional learning community culture. The second significant finding was that based on the data analyzed of student performance for the three previous academic years, student achievement did increase academically when accounting all students and all contents. Furthermore, both math and English language arts had the lowest percentage of students not meeting grade level standards since 2016. Finally, the largest subpopulation within the school campus, English Learner students, demonstrated large gains at 23 percentage points over the last three years in the academic performance tier of approaching grade level or above. This increase in academic performance by the students did ultimately lead to the campus performance rating to increase positively, as measured by the state of Texas.
ContributorsHerrera, José Antonio (Author) / Gee, Elisabeth (Thesis advisor) / Henriksen, Danah (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2019
Description
Utilities infrastructure like the electric grid have been the target of more sophisticated cyberattacks designed to disrupt their operation and create social unrest and economical losses. Just in 2016, a cyberattack targeted the Ukrainian power grid and successfully caused a blackout that affected 225,000 customers.
Industrial Control Systems (ICS) are a critical part of this infrastructure. Honeypots are one of the tools that help us capture attack data to better understand new and existing attack methods and strategies. Honeypots are computer systems purposefully left exposed to be broken into. They do not have any inherent value, instead, their value comes when attackers interact with them. However, state-of-the-art honeypots lack sophisticated service simulations required to obtain valuable data.
Worst, they cannot adapt while ICS malware keeps evolving and attacks patterns are increasingly more sophisticated.
This work presents HoneyPLC: A Next-Generation Honeypot for ICS. HoneyPLC is, the very first medium-interaction ICS honeypot, and includes advanced service simulation modeled after S7-300 and S7-1200 Siemens PLCs, which are widely used in real-life ICS infrastructures.
Additionally, HoneyPLC provides much needed extensibility features to prepare for new attack tactics, e.g., exploiting a new vulnerability found in a new PLC model.
HoneyPLC was deployed both in local and public environments, and tested against well-known reconnaissance tools used by attackers such as Nmap and Shodan's Honeyscore. Results show that HoneyPLC is in fact able to fool both tools with a high level of confidence. Also, HoneyPLC recorded high amounts of interesting ICS interactions from all around the globe, proving not only that attackers are in fact targeting ICS systems, but that HoneyPLC provides a higher level of interaction that effectively deceives them.
Industrial Control Systems (ICS) are a critical part of this infrastructure. Honeypots are one of the tools that help us capture attack data to better understand new and existing attack methods and strategies. Honeypots are computer systems purposefully left exposed to be broken into. They do not have any inherent value, instead, their value comes when attackers interact with them. However, state-of-the-art honeypots lack sophisticated service simulations required to obtain valuable data.
Worst, they cannot adapt while ICS malware keeps evolving and attacks patterns are increasingly more sophisticated.
This work presents HoneyPLC: A Next-Generation Honeypot for ICS. HoneyPLC is, the very first medium-interaction ICS honeypot, and includes advanced service simulation modeled after S7-300 and S7-1200 Siemens PLCs, which are widely used in real-life ICS infrastructures.
Additionally, HoneyPLC provides much needed extensibility features to prepare for new attack tactics, e.g., exploiting a new vulnerability found in a new PLC model.
HoneyPLC was deployed both in local and public environments, and tested against well-known reconnaissance tools used by attackers such as Nmap and Shodan's Honeyscore. Results show that HoneyPLC is in fact able to fool both tools with a high level of confidence. Also, HoneyPLC recorded high amounts of interesting ICS interactions from all around the globe, proving not only that attackers are in fact targeting ICS systems, but that HoneyPLC provides a higher level of interaction that effectively deceives them.
ContributorsLopez Morales, Efren (Author) / Doupe, Adam (Thesis advisor) / Ahn, Gail-Joon (Thesis advisor) / Rubio-Medrano, Carlos (Committee member) / Arizona State University (Publisher)
Created2020