Matching Items (51)
Description
Over the last fifty years, education funding has been litigated and debated in the United States. In an effort to uncover more into the effects of state dollars on education, I used the guiding research question: did differences in state-level education funding trends in the 1990s affect crime rates? With the help of literature on changing education-funding trends, I selected the timeframe of 1990-1995 because some states and jurisdictions increased their funding while others decreased it. For my research, I outlined the independent variable of per pupil expenditures in order to focus directly on the dollars that impact the individual student, and the dependent variables of burglary, robbery, and motor vehicle theft crime rates because juveniles typically commit these crimes. Unemployment rates and household income served as confounding variables, as these economic factors have been proven to affect crime rates. Using the difference-in-difference method, I was able to test the effect of the implementation of a treatment, increased education funding, on my control and treatment group over the 1990-1995-time period. After running a regression on each of my selected juvenile-specific crime rates, I found my results to be inconclusive; however, by factoring in more confounding variables, I believe this quasi-experimental approach can be repeated to find more solid results.
ContributorsWilson, Kelsey Marie (Author) / Dorn, Sherman (Thesis director) / Carter, Heather (Committee member) / Tatto, Maria (Committee member) / School of Public Affairs (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The transition from high school to college can cause an undue amount of attrition for fully qualified, college-intending first-generation students. Although the students may have overcome multiple obstacles to be accepted to a college and arrive at the transition over summer, it can feel overwhelming to complete the flood of tasks without access to a supportive network to guide and interpret the intricate steps. Many programs focus on college preparation and access to college but do not devote attention to the delicate transition from access to enrollment during the summer months. The term opportunity melt for students who confirm their enrollment and do not enroll in any institution of higher education in the fall semester. This study identified the influence of strategic peer mentor support during the summer months for Chico State students who applied, were admitted, and accepted their college admission. This action research intervention applies key concepts of academic capital theory and follows up on previous cycles of action research in the California State University system to identify barriers for those who intended to enroll but decided not to attend any Cal State or other institution of higher education in the Fall semester after high school graduation.
ContributorsRyan, Shawn (Author) / Dorn, Sherman (Thesis advisor) / Kim, Jeongeun (Committee member) / Weston, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2022
Description
With the passage of the Every Student Succeeds Act (ESSA) in 2015, as part of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), it prioritized schools to include families as collaborative partners in schools’ improvement efforts. Minimal family voice existed at two elementary schools. Thus, this mixed-methods action research study investigated both schools as they applied the principles of equitable collaboration (PEC), explored how participants experienced family voice through collaboration, and whether it strengthened school-family partnerships. The Equitable Collaboration Framework, Community Cultural Wealth (CCW) Model, and Appreciative Inquiry (AI) Model were the theoretical perspectives in applying the principles of equitable collaboration (PEC). Data analysis and its triangulation were derived from family and teacher participants through surveys, interviews, observations, and field notes from a series of workshops. Results suggested there were mixed views on family voice prior to the application of PEC. Experiencing family voice during family-teacher collaboration resulted in varied outcomes: one school acknowledged families as assets and equal contributors to schools’ decision-making processes, whereas the other school, in ways, reverted to the traditional school-centric approach. Results also identified strengths as schools developed teacher-family relationships. Implications for these findings point to the concerted efforts that must occur at school sites, recognizing the importance of family voice and seeing families as shared partners in school improvement. To build strong school-family collaboration requires commitment and support in overcoming barriers, such as language and the issue of time, to ensure that all families are invited to participate and provide the power of family voice into school’s decision-making processes.
ContributorsAlvara, Raquel (Author) / Chen, Ying-Chih (Thesis advisor) / Liou, Daniel (Committee member) / Ross, Lydia (Committee member) / Hong, Soo (Committee member) / Arizona State University (Publisher)
Created2022
Description
In the Cold War era, educational broadcasting became a new technological instrument in less industrialized countries, to enhance the quality of education. Specifically, the use of mass media in classrooms was starting to be considered a modernized way for developing the educational system in less industrialized regions. This study argues that educational broadcasting in less industrialized areas, including South Korea, reveals the effects of Cold War politics in educational development in many countries. Through the concept of localized modernization, this study highlights American educational aid programs in establishing an educational broadcasting system in a foreign country and its effects on changing the entire educational system focusing on the case of South Korea.
By investigating various archival sources published by governmental agencies, international organizations, and local governments, this dissertation reveals how some less industrialized regions sought to change their educational system by using a new modern technology, educational broadcasting, and how a new educational idea—that the use of mass media in school instruction can change the entire educational system—influenced, changed, and was adopted in these areas.
Although the U.S. Agency for International Development introduced mass media to modernize education, this study shows how local people adapted a new educational broadcasting system to their own purposes and unique circumstances. Korean policymakers and educators agreed with some parts of the U.S. recommended system, but used them for their own needs. The educational broadcasting system in Korea proceeded differently from the U.S. recommended system. The author thus argues that the case of educational broadcasting in South Korea is an example of how local countries constructed their own educational broadcasting systems, how individual countries adapted U.S. systems during the Cold War era to their own needs, and how the localization of the modernization process can be an alternative lens for an overview of the historical pathway of U.S. educational aid projects in the Cold War era.
ContributorsKim, Woo Yeong (Author) / Dorn, Sherman (Thesis advisor) / Silova, Iveta (Committee member) / Powers, Jeanne M. (Committee member) / Arizona State University (Publisher)
Created2022
Description
The pandemic has not only increased economic inequities within variouscommunities, but it has also exacerbated the social, emotional, and math achievement
inequities of middle school students, creating an environment that increases the potential
for heightened anxiety and peer conflict. Now, more than ever, it is imperative that
educators not only understand the existence and impact of these social and emotional
inequities but have the knowledge and skills to effectively address them. Within this
study, I facilitated a 10-week online community of practice with three middle school
math teachers, entitled The More than Math Collective (MTMC), with the purpose of
improving participant self-efficacy with SEL, developing their professional capital,
discussing various strategies to address the social and emotional skill needs of students in
their classrooms, and providing time for implementation of the discussed strategies. At
the conclusion of the study, most participants reported an increase in self-efficacy, human
capital, and decisional capital while only one out of three participants reported an
increase in social capital. All participants described a positive impact on their students
and their professional growth due to their participation in the MTMC and the various
strategies that were learned and implemented in their classrooms. Given the small sample
size, more research can be done to determine if the results of this study may be
transferable to other educational settings.
ContributorsNorcini, Erica (Author) / Dorn, Sherman (Thesis advisor) / Firetto, Carla (Committee member) / Grant, Cara (Committee member) / Arizona State University (Publisher)
Created2023
Description
This study investigated the impact of learning about cultural intelligence (CQ) from senior U.S. Army Special Forces leaders (Group Commanders and Group Command Sergeants Major) on aspiring Special Forces Captains (students) at the Captains Career Course. Three research questions addressed the influence of senior leader interventions on students’ CQ scores, motivation to work with partner forces, and intentions to improve CQ. The study involved quantitative and qualitative data for each of the three comparison groups: control, face-to-face (in-person interaction with senior leaders), and podcast (audio-only recordings). The quantitative data measured CQ capabilities of motivation, cognition, metacognition, and behavior. Descriptive statistics revealed that from the pre-test to the post-test, the control and podcast groups experienced increased self-assessment scores on all four constructs but decreased observer assessment scores. By contrast, the face-to-face group experienced both a decrease in observer assessment scores as well as a marginal decrease in self-assessment scores (on motivation and metacognition).
Exploring motivation to work with partner forces, analysis of the group interview transcripts revealed that the control group attributed their motivation primarily to their prior experiences, while participants in the face-to-face group reported mixed feelings regarding prior experiences but highlighted the impact of senior Special Forces leaders' stories on their motivation. The podcast group credited their course experience and the senior leaders' narratives for their increased motivation.
Examining the influence of senior leader stories on intent to improve CQ, the control group provided generic responses focused on improving cognition. The face-to-face group offered more specific, action-oriented answers emphasizing business systems, sociolinguistics, and cultural values. The podcast group produced varying responses, with some sharing basic intent and others detailing specific strategies such as language fluency and cultural immersion. Participants across all three groups expressed a strong intention to seek out mentorship and stories from experienced individuals.
In conclusion, this study highlights the myriad influences on aspiring Special Forces Captains' CQ and the multifaceted impact of senior Special Forces leaders' stories. The narratives contributed to increased motivation, deeper understanding of the Special Forces mission, and specific strategies for improving CQ, providing valuable insights for military education and training programs.
ContributorsKohistany, Mahboba Lyla (Author) / Dorn, Sherman (Thesis advisor) / Livermore, David (Committee member) / Amrein-Beardsley, Audrey (Committee member) / Arizona State University (Publisher)
Created2023
Description
A mixed methods action research study was designed to answer three research questions based on inter-rater reliability (IRR) in compliance calls for transition at a state education agency, perceived confidence levels in making and discussing compliance calls, and perceived confidence in sharing transition resources. An innovation based on andragogy and frame of reference training (FOR) was designed and implemented with twelve participants to answer these questions. To measure the effects of the innovation, participants completed a pre-and post-innovation review of five student files, analyzing the IRR for the group as compared with a gold standard (GS) both before and after the innovation. Additionally, a smaller group sample for the same five files post-innovation was collected to compare group results for IRR with the GS to the combined individual results. A retrospective survey was also utilized in which participants rated their confidence in each component pre- and post-innovation. Based upon analyses of these data, several key findings were identified. Higher inter-rater reliability was noted when participants reviewed files within small groups and in the area of annual Individualized Education Program (IEP) goals aligned with measurable post-secondary goals. Lower IRR was reported in nuanced files, files for students with low-incidence disabilities, and files with more instances of non-compliance. Results indicated that participant confidence in making and discussing transition files in the field improved post-innovation. Lastly, participants indicated higher confidence in sharing best practices in transition with the field post-innovation. Implications for this research include training suggestions, additional practice with low-incidence and nuanced files at the state agency, and group review of files in other state monitoring systems.
ContributorsRaithel, Heather (Author) / Puckett, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Ross, Lydia (Committee member) / Arizona State University (Publisher)
Created2023
Description
Online education and virtual learning spaces have become increasingly incorporated into the educational landscape. Even before the Covid-19 pandemic closed most institutions in 2020 for in-person learning, online education was growing rapidly. As the world emerged from the pandemic, online education and virtual learning environments of all types were commonplace in K-12, higher education, and professional development. This action research explored two main areas in the virtual learning space. First, this research focused on how to provide a more connected and social online learning experience. Specifically, the goal was to determine how participation in Supporting Online Connections in Asynchronous Learning (SOCIAL) helped faculty to provide opportunities for social interaction and learning within their online contexts. Second, this research sought to determine if the development experience itself impacts how the participants share and implement the knowledge they gain. Of particular interest was identifying if by providing this type of development within the same educational context (virtual, asynchronous, and diverse) there was a direct impact on their ability to develop and deliver similar virtual learning experiences to their students. This research provided asynchronous learning opportunities for educators within a private Facebook group designed to deliver professional development to educators in different countries. Participants learned about both Connectivism and Community of Inquiry/Social Presence through both content and explicit modeling within the various Facebook “events” structured around the group and learning objectives. Pre- and post-innovation surveys, one-on-one interviews, and materials collected during the events provided insight into what the participants experienced and what they were planning to implement in their own contexts. The data revealed that participants felt they gained knowledge and had a beneficial experience. In addition, they incorporated what they learned in their context in theory through their action plans and in practice through immediate implementation. Findings suggest that providing professional development in this structure was beneficial in knowledge acquisition through both content and modeling as well as facilitating the creation of similar experiences within the participants’ professional contexts.
ContributorsBuehler, Charles (Author) / Dorn, Sherman (Thesis advisor) / Henriksen, Danah (Committee member) / Farmakis, Heather (Committee member) / Arizona State University (Publisher)
Created2023
Description
First-generation college students (FGCS) are considered underrepresented minorities in healthcare. While there are numerous studies on undergraduate students, little is known about FGCS in graduate programs, as this information has not been routinely collected. As such, diversity has been measured only based on race or ethnicity, which may not capture diversity from a broader definition. Furthermore, current research provides a deficit narrative, presenting these students as lacking in abilities and capital. However, these students were successful as undergraduates to enter graduate school and likely have undisclosed strengths. The purpose of this mixed methods study was to develop a comprehensive understanding of FGCS in graduate healthcare programs. All students enrolled in physical therapy, occupational therapy, or pharmacy programs at Creighton University in Phoenix were invited to complete a survey with items related to demographics, parental educational attainment, cultural capital, help-seeking and help-avoidance, and sense of belonging. Additionally, most of the FGCS in this study participated in semi-structured interviews with questions related to cultural capital and experiences in their current programs. The results show that FGCS in this study demonstrate similar cultural capital, help-seeking and help-avoidance, and sense of belonging as their peers. From the interviews, the FGCS strengths include family support, navigational capital, a desire to give back to their communities by providing care in underserved areas, and they have a desire to connect to faculty and peers. Challenges include family stressors, finances, mental health, and academic issues. These are presented with evidence-based recommendations for faculty and administrators. This study provides a more holistic view of FGCS as they navigate graduate school. By avoiding a deficit narrative, this study improves our understanding of FGCS.
ContributorsShaibi, Stefany (Author) / Koyama, Jill (Thesis advisor) / Ross, Lydia (Committee member) / Michalec, Barret (Committee member) / Arizona State University (Publisher)
Created2023
Description
As schools continue to focus on outcome-based instructional practices, less emphasis is placed on the creativity and reasoning necessary for students to become effective critical thinkers. As a result, students struggle to demonstrate creative problem-solving skills in the classroom. This study examines how the facilitation of an instructional problem-solving intervention, Creative Cognitive Process Instruction (CCPI), can foster creativity, improve student metacognitive regulation, and support students in developing problem solving strategies. Participants included (n = 33) 7th grade science students in a California public middle school. Mixed methods were used to assess how and to what extent CCPI changed students' metacognitive regulation and attitudes and approaches to creative problem solving. Outcomes from this study indicate that a structured approach to problem solving along with creative and metacognitive instruction and a scaffolded support system had a positive impact on students' creative problem-solving perceptions and abilities. Notably, students demonstrated an attitudinal shift from “getting the work done” to “getting the work done well”, corresponding with a focus on understanding the problem followed by an improvement in solution synthesis. Students also demonstrated improvement in comprehension and metacognitive planning abilities, divergent thinking, their perception of science, and their self-perceived competency in science. This research may suggest how to enhance classroom practices to facilitate a more creative and engaged problem-solving mindset, foster the implementation of creative problem-solving strategies in the classroom, and support existing theories of the intersectionality of metacognition and creative problem solving.
ContributorsEl-Awar, Nadine (Author) / Markos, Amy (Thesis advisor) / Wolf, Leigh (Committee member) / Rillero, Peter (Committee member) / Ross, Lydia (Committee member) / Arizona State University (Publisher)
Created2023