Matching Items (4)
Description
For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest that in order to do so we must transition away from current information-intensive education methods. In order to develop and test novel sustainability education techniques, this research integrates pedagogical methods with psychological knowledge to target well-established sustainable behaviors. Through integrating education, behavior change, and sustainability research, I aim to answer: How can we motivate sustainable behavioral change through education programs? More specifically: How do diverse knowledge domains (declarative, procedural, effectiveness, and social) influence sustainable behaviors, both in general as well as before and after a sustainability education program? And: What are barriers hindering education approaches to changing behaviors? In answering these questions, this research involved three distinct stages: (1) Developing a theoretical framework for educating for sustainability and transformative change; (2) Implementing a food and waste focused sustainability educational program with K-12 students and teachers while intensively assessing participants' change over the course of one year; (3) Developing and implementing an extensive survey that examines the quantitative relationships between diverse domains of knowledge and behavior among a large sample of K-12 educators. The results from the education program demonstrated that significant changes in knowledge and behaviors were achieved but social knowledge in terms of food was more resistant to change as compared to that of waste. The survey results demonstrated that K-12 educators have high levels of declarative (factual or technical) knowledge regarding anthropocentric impacts on the environment; however, declarative knowledge does not predict their participation in sustainable behaviors. Rather, procedural and social knowledge significantly influence participation in sustainable food behaviors, where as procedural, effectiveness, and social knowledge impact participation in sustainable waste behaviors. Overall, the findings from this research imply that in order to effectively educate for sustainability, we must move away from nature-centric approaches that focus on declarative knowledge and embrace different domains of knowledge (procedural, effectiveness, and social) that emphasis the social implications of change.
ContributorsRedman, Erin (Author) / Larson, Kelli (Thesis advisor) / Eakin, Hallie (Committee member) / Spielmann, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
Individual behavior change is a goal of many public policies directed at people of low socioeconomic status. Without evidence of behavioral change, these policies cannot be considered a success: a process of co-production where some level of cooperation between the client and program administrators is required to successfully meet program objectives. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC), is one example of a co-production design. WIC encourages women to engage in healthy behaviors by providing healthy food along with nutrition education to improve the health status of low-income families. However, while WIC is one of the most studied nutrition programs, little attention has been paid to the nutrition education portion or to interactions between staff members and participants. This research draws on the public policy and administration literature about street-level bureaucrats and co-production, which provides a framework for understanding the purposeful, inter-dependent relationships between front-line service providers and clients. However, neither literature explicates the process of interactions that is expected to lead to client behavior change and co-production. The primary contribution of this research is the creation of a grounded theory that identifies and explains the WIC interaction process as one of "negotiating healthy self-government". Based on analysis of three months of observations of WIC encounters in two clinics, this research finds that participants and staff members enter into tacit and explicit negotiations concerning the degree to which participants should govern their family's nutrition-related behavior. Clients actively shape the interactions by demonstrating their discipline and efforts to feed their families, while staff members refine and reinforce self-governing behaviors through assessing action, and providing advice to ensure behaviors meet recommendations. Finally, participants and staff members distinctly link self-governing behavior to identity: "good mothers" feed their children healthy food and govern their behaviors to meet nutritional recommendations. This research has implications for the study of behavior change promotion in public programs by introducing the concept of identity as a mechanism for governance and explicating the interaction process between front-line service providers and clients
ContributorsHand, Laura Catherine (Author) / Catlaw, Thomas J. (Thesis advisor) / Ohri-Vachaspati, Punam (Committee member) / Lucio, Joanna (Committee member) / Arizona State University (Publisher)
Created2014
Description
Crises or large-scale emergencies such as earthquakes and hurricanes cause massive damage to lives and property. Crisis response is an essential task to mitigate the impact of a crisis. An effective response to a crisis necessitates information gathering and analysis. Traditionally, this process has been restricted to the information collected by first responders on the ground in the affected region or by official agencies such as local governments involved in the response. However, the ubiquity of mobile devices has empowered people to publish information during a crisis through social media, such as the damage reports from a hurricane. Social media has thus emerged as an important channel of information which can be leveraged to improve crisis response. Twitter is a popular medium which has been employed in recent crises. However, it presents new challenges: the data is noisy and uncurated, and it has high volume and high velocity. In this work, I study four key problems in the use of social media for crisis response: effective monitoring and analysis of high volume crisis tweets, detecting crisis events automatically in streaming data, identifying users who can be followed to effectively monitor crisis, and finally understanding user behavior during crisis to detect tweets inside crisis regions. To address these problems I propose two systems which assist disaster responders or analysts to collaboratively collect tweets related to crisis and analyze it using visual analytics to identify interesting regions, topics, and users involved in disaster response. I present a novel approach to detecting crisis events automatically in noisy, high volume Twitter streams. I also investigate and introduce novel methods to tackle information overload through the identification of information leaders in information diffusion who can be followed for efficient crisis monitoring and identification of messages originating from crisis regions using user behavior analysis.
ContributorsKumar, Shamanth (Author) / Liu, Huan (Thesis advisor) / Davulcu, Hasan (Committee member) / Maciejewski, Ross (Committee member) / Agarwal, Nitin (Committee member) / Arizona State University (Publisher)
Created2015
Description
In recent years, privately owned and operated residential programs for troubled youth have been at the forefront of national discussion on institutional child abuse in state-sanctioned carceral facilities. Survivors and their advocates have argued that these programs should be regulated by state agencies and closed because they are harmful to residents and divert resources from effective treatment options. In opposition to the survivor movement stand owners, practitioners, and “tough on crime” politicians, who claim that that state intervention in the Troubled Teen Industry (TTI) would curtail effective treatment options for families, and in the case of faith-based programs, violate their constitutionally protected religious freedoms. Guided by the fields of Mad Studies and Critical Prison Studies, this research offers a political history of the TTI, focused on the faith-based residential facilities of Lester Roloff and Herman Fountain. It also draws on first-person interviews with three survivors of a faith-based bootcamp called Bethel Boys Academy, of the World Wide Association of Specialty Programs to delineate how these survivors make sense of their experiences before, during, and after being held captive. I conclude by arguing that the TTI survivor movement and prison abolitionists should cooperate to dismantle white supremacist political structures and improve access to meaningful treatment options for vulnerable youth.
ContributorsBrown, Andrew Gordon (Author) / Quan, H.L.T. (Thesis advisor) / Gomez, Alan E. (Committee member) / Talebi, Shahla (Committee member) / Arizona State University (Publisher)
Created2022