Matching Items (35)
Description
The purpose of this study was to examine compulsory schooling in the United States and its potential to provide an inconsistent avenue to employment for students from neighborhoods of differing socioeconomic status. Specifically, this study asked why do students from privileged neighborhoods typically end up in positions of ownership and management while those from impoverished urban or rural neighborhoods end up in working-class positions or involved in cycles of incarceration and poverty? This research involved the use of qualitative methods, including participant observation and interview, as well as photography, to take a look at a reputable private day school in the southwest. Data was collected over the span of eight weeks and was then analyzed and compared with preexisting data on the schooling experience of students from impoverished urban and rural neighborhoods, particularly data focused on juvenile detention centers. Results showed that compulsory schooling differs in ways that contribute to the preexisting hierarchical class structure. The research suggests that schooling can be detrimental to the future quality of life for students in impoverished neighborhoods, which questions a compulsory school system that exists within the current hierarchical class system.
ContributorsTheodoropoulos, Eftyhia (Author) / Margolis, Eric (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Appleton, Nicholas (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 For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and students perceived their science program to be gender fair. Eighth grade participants who had career goals related to science and engineering, indicated that their science instruction did not provide the rigor they needed to improve their critical skills for advanced placement in high school. Recommendations include the need for professional development on inquiry-based science, equitable student achievement, and diverse perspectives in science education.
ContributorsSmiley, Bettie (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Macey, Donna (Committee member) / Arizona State University (Publisher)
Created2011
Description
In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation would operate the educational functions for its populace. This study looked at the implications and impact that perspectives of this law would have on public schools within Arizona from the perspective of five superintendents in Arizona public schools within the Navajo Nation were gained through open-ended interviews. It examined the legal, fiscal, and curricular issues through the prism of sovereignty. Through the process of interviews utilizing a set of guided questions in a semi-structured format, five superintendents in Arizona public schools within the Navajo Nation shared their perspectives. Analysis of the five interviews revealed curriculum, funding, jurisdictional, and fear or mistrust as problems the Navajo Nation will need to overcome if it is to begin full control of all aspects of education within its boundaries. There is a strong need for the Department of Dine' Education to educate public schools with regards to the Navajo Nation Sovereignty in Education Act of 2005. Administrators need more training in tribal governments. Like the constitution, the Navajo Sovereignty in Education Act will be interpreted differently by different people. But, without action, it will be ignored. Within the Act's pages are the hopes of the Navajo Nation and the dreams for our young Navajo students.
ContributorsRoessel, Karina A (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee Ann (Thesis advisor) / Wauneka, Jacquelyne (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
ContributorsSheffield, Martha Lynn (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
Description
Educational Leadership is inherent of many qualities. Individuals who possess leadership stand apart from the mainstream population in general society and in any organization, thus they are change agents who influence others by their uniqueness and dynamism. The art of leadership is challenging, but meaningful, and purposeful as the focus is implementation of consistent affective and effective practices at all levels to assure achievable outcomes no matter the organization type. A leader's calling is rewarding and the journey is that of making and sustaining change through influence. The purpose of this study centered on the relationship factor of educational leadership especially the dynamics between the principal and the teacher and what constructs affect this relationship to affect principal effectiveness. The methodology employed a quantitative format and consisted of a 20 question survey sent to one school district's teachers (N=465) over a 3 month window. The summaries of results were presented in two formats: Raw (exactly how teachers answered) and a Cross-tabulation (Age & Licensure). The findings of the study yielded attitudes and perspectives of teachers regarding valuable information on leadership behaviors, styles, and practices that teachers believe were relevant to principal effectiveness. The most noteworthy aspect gleaned from this study was the people factor wherein relationships are a key factor to a leader's success in any realm that one leads.
ContributorsMorris, Edie R (Author) / Appleton, Nicholas (Thesis advisor) / Wauneka, Jacquelyne (Committee member) / Spencer, Dee (Committee member) / Arizona State University (Publisher)
Created2012
Description
American families have been coming to South Korea accompanying active duty service members or Embassy employees since before the Korean War. While their numbers were originally smaller, they continue to increase as South Korean assignments undergo "tour normalization", a transition from a location intended for service members to come alone for one year to a location where service members come accompanied by their family and stay for longer periods of times. The U.S. maintains a large presence in South Korea as a deterrence against possible threats from North Korea. Despite establishment of an armistice at the conclusion of the Korean War, a constant state of potential threat was created. This paper will examine what affect the recent rise in tension between North Korea and South Korea has on the American children living in South Korea with their active duty service member parent(s).
ContributorsWoodley, Elizabeth Saucedo (Author) / Margolis, Eric (Thesis advisor) / Romero, Mary (Committee member) / Appleton, Nicholas (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB through Arizona's Instrument to Measure Standards (AIMS). Expectations were established for all students, varying by group of students based on grade, special education status, free/reduced lunch status, and English Language Learner (ELL) status. AIMS performance for subgroups has been scrutinized, due to the high stakes for schools and districts to meet expectations. This study is interested in the performance of ELL students, when compared with non-ELL students. The current study investigated AIMS performance of students in grades three through six from a large Arizona school district with predominantly low SES, Hispanic students. Approximately 90% of the students from this district were classified as ELL during their first year in the district. AIMS scores in Math and Reading were compared for ELL and non-ELL students across the years 2008, 2009, and 2010. Results suggest that there are differences in performance for ELL and non-ELL students, with ELL students scoring lower in both Math and Reading than non-ELL students. Additionally, ELL and non-ELL students showed similar performance across time in Math, with an increasing number of students Meeting or Exceeding the standards from year 2008 to 2009 for both ELL and non-ELL students. Student performance in Math for ELL and non-ELL students did not continue to improve from 2009 to 2010. On Reading performance, greater proportions of students scored as Meets or Exceeds across time for ELL students but not for non-ELL students. Non-ELL students scored at Meets or Exceeds at equal proportions across time, although non-ELL students scored at Meets or Exceeds in higher proportions than ELL students for all three years. Results suggest the need for continued research into the appropriateness of the AIMS for ELL students and more detailed comparisons of ELL and non-ELL students within and across districts with high proportions of ELL students.
ContributorsChebultz, Lance (Author) / Appleton, Nicholas (Thesis advisor) / Tighe, Paul (Committee member) / Duplissis, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these students, who have posed a challenge to traditional educational methods. Interviews were conducted with eight educational professionals, including teachers, administrators, and a tutor who worked with these students on a daily basis. They each responded to the same series of questions, providing their insights based on first-hand interactions and knowledge. The interviews revealed factors that influenced student academic success, including caring, trust, communication, tutoring, and administrative support. Factors posing challenges to student success were identified as attendance, parental support, and gangs and drugs. In-school influences were arts and sports, friendship, inclusion, and behavior. Out-of-school influences were home and family, the concept of time, and educational considerations. The conclusion is that this is a complex problem, fueled by the proximity of the reservation to a major metropolitan area, the gang culture that is prevalent in the Salt River community, poverty, attendance issues, and the impact of parental involvement and support. The things that made a difference at Stapley Jr. High included staff who demonstrated caring by establishing trust and getting to know students on a personal level, teachers who were consistent and held students to a high standard, and teachers who were flexible with regard to time.
ContributorsWilliams, Sidney (Author) / Appleton, Nicholas (Thesis advisor) / Duplissis, Mark (Committee member) / Spencer, Dee (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to identify, describe, and analyze Navajo female participation in high school volleyball and its affects on success in higher education. The research was an opportunity to gain an in-depth understanding of the impact athletics, namely volleyball, has within the Diné culture; and how the impact of those role models who provided leadership through athletic instruction had on the lives of Navajo female student athletes in their postsecondary experiences. The qualitative research was an opportunity to recognize that the interviewing process is synonymous and conducive to oral traditions told by Indigenous people. The population consisted of 11 Navajo female student athletes who were alumna of Monument Valley High School in Kayenta, Arizona, located on the Navajo Nation and who had participated in four years of Mustang volleyball from 2000-2010, either currently attending or graduated from a postsecondary institution, and although not a set criterion, played collegiate volleyball. Results indicated that participation in high school volleyball provided the necessary support and overarching influence that increased self-esteem or self-efficacy that led toward college enrollment, maintaining retention, and long-term academic success. Diné teachings of Aszdáá Nádleehé (Changing Woman) through the age old practice of the Kinaaldá ceremony for young Navajo pubescent girls marking their transition into womanhood, the practice of K'é, and Sa'ah naagháí bi'keeh hózhóón were all prominent Diné principles that resonated with the Navajo female student athletes. The leadership skills that the Navajo female student athletes acquired occurred based on the modification and adaptation of two cultures of two given societies: mainstream non-Native, Euro-centric society, and Diné society. The lifestyle, cultural beliefs, and teachings define the identity of female student athletes and the essence of their being.
ContributorsGilmore, Treva C (Author) / Spencer, Dee A (Thesis advisor) / Appleton, Nicholas (Committee member) / Orr, Kimberly J (Committee member) / Arizona State University (Publisher)
Created2012