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- All Subjects: Educational leadership
- Creators: Arizona State University
Description
The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature, this study captures the experiences of American Indian students in an off-reservation high school. Through Social Reproduction Theory and Cultural Capital Theory this qualitative study makes known the varying ways that American Indian students in off-reservation high schools comply and resist formal schooling. Through interviews and observations of these students, in addition their teachers and administrators, I document and interpret their experiences. The data suggest that American Indian students strongly connect to and use their tribal identities to negotiate school. By recognizing the rules of the school, these students employ different forms of cultural and social capital, specifically the importance of space and forms of communication. Even though their high school has a high population of American Indian students, they continue to experience challenges in academic success through stereotypical assumptions, expected roles, and structural barriers. Illustrating student identity as effects of the social reproduction process clearly demonstrates resistance, compliance, and agency of these students in their high school.
ContributorsBegay, Victor H (Author) / Margolis, Eric (Thesis advisor) / Mccarty, Teresa L. (Committee member) / Appleton, Nicholas (Committee member) / Arizona State University (Publisher)
Created2014
Description
This document outlines the formation and development of Worth the Weight, or WTW, a platform that seeks to sustain the Breaking community in Phoenix, Arizona and connect the generations by bringing them together in a newly and never before seen event in Breaking, an all weight class and division competition. In the last five to ten years there has been a noticeable decline in the local Breaking community, in part due to the introduction of new dance categories, economic and social changes, the cross over of academia and traditional studios in Phoenix; all combining to create a lack of longevity in veterans of the culture to pass on the tools of the trade to the next generation.
WTW is an event that occurs monthly for three consecutive months followed by a month off, totaling nine events and three seasons per calendar year. At each event dancers go head to head in battle in a single elimination style bracket, where they will add a loss or win to their overall season record. The goals of WTW are self-empowerment as well as ownership and investment in the community by those involved through participation in both the event and the planning process; all built on a foundation of trust within the Breaking community. This researcher has thirty years of direct involvement in the Breaking culture with twenty-two of those years as a practitioner in Phoenix, Arizona and co-founder of Furious Styles Crew, Arizona’s longest running Breaking crew. The development of WTW was drawn from this experience along with interviews and observations of Breaking communities worldwide. WTW intends to provide a reliable and consistent outlet during a time of instant gratification, allowing a space for self-discovery and the development of tools to be applied beyond movement. It is hoped that the format of WTW will be a model that can be adapted by other Breaking communities worldwide.
WTW is an event that occurs monthly for three consecutive months followed by a month off, totaling nine events and three seasons per calendar year. At each event dancers go head to head in battle in a single elimination style bracket, where they will add a loss or win to their overall season record. The goals of WTW are self-empowerment as well as ownership and investment in the community by those involved through participation in both the event and the planning process; all built on a foundation of trust within the Breaking community. This researcher has thirty years of direct involvement in the Breaking culture with twenty-two of those years as a practitioner in Phoenix, Arizona and co-founder of Furious Styles Crew, Arizona’s longest running Breaking crew. The development of WTW was drawn from this experience along with interviews and observations of Breaking communities worldwide. WTW intends to provide a reliable and consistent outlet during a time of instant gratification, allowing a space for self-discovery and the development of tools to be applied beyond movement. It is hoped that the format of WTW will be a model that can be adapted by other Breaking communities worldwide.
ContributorsMagaña, Jorge Edson (Author) / Vissicaro, Pegge (Thesis advisor) / Schupp, Karen (Committee member) / Gabbert, Kenneth (Committee member) / Arizona State University (Publisher)
Created2015
Description
In order to examine the concept of Pueblo Indian epistemology and its relevance to western science, one must first come to some understanding about Pueblo Indian worldviews and related philosophies. This requires an analysis of the fundamental principles, perspectives, and practices that frame Pueblo values. Describing a Pueblo Indian worldview and compartmentalizing its philosophies according to western definitions of axiology, ontology, epistemology, and pedagogy is problematic because Pueblo ideas and values are very fluid and in dynamic relationship with one another. This dissertation will frame a Pueblo Indian epistemology by providing examples of how it is used to guide knowledge production and understandings. Using the Community-Based Education program (CBE), at the Santa Fe Indian School in Santa Fe, New Mexico, I will demonstrate how this unique epistemology guides the CBE philosophy by creating meaningful hands-on learning opportunities for students. What sets this program apart from typical formal schooling classes in schools in the United States is that the local Pueblo communities define the curriculum for students. Their participation in curriculum design in the CBE process enables students to participate in seeking solutions to critical issues that threaten their Pueblos in the areas of environment and agriculture. This program also supports the larger agenda of promoting educational sovereignty at the Santa Fe Indian School by giving the Pueblo tribes more control over what and how their students learn about issues within their communities. Through the community-based agriculture and environmental science programs, students study current issues and trends within local Pueblo Indian communities. In two linked classes: Agriscience and Native American Agricultural Issues, students work with community farms and individual farmers to provide viable services such as soil testing, seed germination tests, and gathering research for upcoming agriculture projects. The policies of the governing body of Santa Fe Indian School mandate the use of CBE methods throughout all core classes. There are steps that need to be taken to ensure that the CBE model is applied and supported throughout the school.
ContributorsDorame, Anthony, 1944- (Author) / Sumida-Huaman, Elizabeth (Committee member) / Brayboy, Bryan (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015
Description
Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, heteronormativity, DREAMer); and describing themselves as resilient, they described surviving societal as well as familial rejection even when surviving seemed impossible to do so. Interacting and working within the intersection of gender, sexuality and immigration status, participants described identity negotiation and coming out as a form of resistance to institutionalized oppression, and resilience amidst simultaneous anti-immigrant, xenophobic and heterosexist power structures. Participants learned to live in multiple worlds at the same time, and embrace the multiplicity of their undocuqueer identity while seeking to bridge their communities through stories, activism and peer education. This study has implications for further understanding the way that queer politics and identity interact/ relate with various axes of inequality.
ContributorsCisneros, Jesus (Author) / Ott, Molly (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
ContributorsHecht, John, Jr (Author) / Puckett, Kathleen (Thesis advisor) / Lawton, Stephen (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
Past research has determined the glass ceiling is still unbroken and that few women hold top positions as administrators as opposed to men. Men continue to dominate women in occupations of superintendent and secondary principals of schools. Cultural beliefs and traditions set limitations for Navajo female administrators regarding the taboo of “women can’t lead” mentality. The research questions in this study addressed perceived obstacles and barriers facing Navajo female school administrators, the extent Navajo female administrators believe Navajo beliefs limit their career advancement, and if Navajo female administrators believe they encounter more obstacles than their male counterparts.
Data were collected from 30 Navajo female administrators in public and bureau-operated schools in New Mexico. The survey consisted of 21 questions in a Likert-scale format with restricted responses, accessed on a Survey Monkey website. Results of the survey indicated that the respondents generally believed their career choice and opportunities were supported. However, approximately a quarter of the respondents believed support and opportunities were limited. And the overall data suggest there is room for improvement in all areas. In spite of the negative views, the respondents believe other women should be encouraged to go into school administration.
Past research has determined the glass ceiling is still unbroken and that few women hold top positions as administrators as opposed to men. Men continue to dominate women in occupations of superintendent and secondary principals of schools. Cultural beliefs and traditions set limitations for Navajo female administrators regarding the taboo of “women can’t lead” mentality. The research questions in this study addressed perceived obstacles and barriers facing Navajo female school administrators, the extent Navajo female administrators believe Navajo beliefs limit their career advancement, and if Navajo female administrators believe they encounter more obstacles than their male counterparts.
Data were collected from 30 Navajo female administrators in public and bureau-operated schools in New Mexico. The survey consisted of 21 questions in a Likert-scale format with restricted responses, accessed on a Survey Monkey website. Results of the survey indicated that the respondents generally believed their career choice and opportunities were supported. However, approximately a quarter of the respondents believed support and opportunities were limited. And the overall data suggest there is room for improvement in all areas. In spite of the negative views, the respondents believe other women should be encouraged to go into school administration.
ContributorsBecenti, Juanita (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee (Committee member) / Becenti-Begay, Mamie (Committee member) / Arizona State University (Publisher)
Created2016
Description
This action research study is a mixed methods investigation of doctoral students’ preparedness for multiple career paths. PhD students face two challenges preparing for multiple career paths: lack of preparation and limited engagement in conversations about the value of their research across multiple audiences. This study focuses on PhD students’ perceived perception of communicating the value of their research across academic and non-academic audiences and on an institutional intervention designed to increase student’s proficiency to communicate the value of their PhD research across multiple audiences. Additionally, the study identified ways universities can implement solutions to prepare first-generation PhD students to effectively achieve their career goals.
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
I developed a course titled Preparing Future Scholars (PFS). PFS was designed to be an institutional intervention to address the fundamental changes needed in the career development of PhD students. Through PFS curricula, PhD students engage in conversations and have access to resources that augment both the traditional PhD training and occupational identity of professorate. The PFS course creates fundamental changes by drawing from David Kolb’s Experiential Learning Theory and the Social Cognitive Career Theory (SCCT) developed by Robert Lent, Steven Brown, and Gail Hackett. The SCCT looks at one’s self-efficacy beliefs, outcome expectations, goal representation, and the interlocking process of interest development, along with their choice and performance.
I used a concurrent triangulation mixed methods research model that included collecting qualitative and quantitative data over 8 weeks. The results of the study indicated that PhD students’ career preparation should focus on articulating the relevancy of their research across academic and non-academic employment sectors. Additionally, findings showed that PhD students’ perception of their verbal and non-verbal skills to communicate the value of their research to both lay and discipline specific audiences were not statistically different across STEM and non-STEM majors, generational status, or gender, but there are statistical differences within each group. PhD programs provide students with the opportunity to cultivate intellectual knowledge, but, as this study illustrates, students would also benefit from the opportunity to nurture and develop practical knowledge and turn “theory into practice.”
ContributorsCason, Jennifer (Author) / Liou, Daniel (Thesis advisor) / Barber, Rebecca (Committee member) / Justice, George (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2016
Description
Many medical students are reluctant to seek help during the course of their four years of medical school. When they do finally ask for help, some are already burned out or in a crisis. One of the main reasons students are apprehensive about seeking help is stigma. This mixed methods action research study was conducted to explore whether a help-seeking, anti-stigma campaign improved help-seeking behaviors. The innovation was an anti-stigma campaign consisting of three components: (a) video vignettes of upper class students normalizing help-seeking, (b) a Friends and Family of Medical Students session to educate those closest to the student about medical school, and (c) an anonymous, online mental health screening tool. Data from the General Help-Seeking Questionnaire, individual interviews, and institutional data from the medical school provided information about the effects of the campaign and determined factors influencing help-seeking. Using these strategies, I hoped to normalize help-seeking and break down the barriers of stigma. Major findings included: Students were more likely to seek help from personal resources (close family and friends); Students may be more proactive with personal resources, but need prompting for college or formal resources; Students’ beliefs and attitudes were influenced by those closest to them and; First year students were more likely to seek help than their second year classmates. In addition, data inspired future research ideas and programming regarding the topic of help-seeking in medical school.
ContributorsSmith, Stephanie (Author) / Marley, Scott C. (Thesis advisor) / Buss, Ray R. (Committee member) / McEchron, Matthew D. (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this action research study was to implement and study a systematic
framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.
The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.
Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.
The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.
Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
ContributorsCawthorne, Janine (Author) / Bertrand, Melanie (Thesis advisor) / Puckett, Kathleen (Committee member) / Alverson, Charlotte (Committee member) / Arizona State University (Publisher)
Created2016
Description
Though National Board Certified Teachers (NBCTs) in Arizona have been identified as leaders on a national level, they do not have comparable opportunities to lead within their local contexts or engage in leadership and collaboration activities that align with Interstate Teacher Assessment and Support Consortium (InTASC) Standard 10. The purpose of this sequential, mixed-methods study was to explore how the development of a teacher leadership community of practice for NBCTs might influence their perceptions of themselves as leaders. Social constructionism, action research, and communities of practice guided the innovation and a mixed-methods approach was used for data collection and analysis. Data illustrated NBCTs’ dichotomous feelings about leadership on local and national levels. Findings revealed that NBCTs need continued professional learning opportunities, beyond National Board Certification, to resolve feelings of isolation and fully meet all of the leadership and collaboration indicators for InTASC Standard 10. Participating in a teacher leadership community of practice (a) provided a professional learning opportunity for NBCTs, (b) improved NBCTs’ perceptions of teacher leadership and helped them define it as an active process of learning, reflection, and action, and (c) increased NBCTs’ readiness to take action as teacher leaders within their local contexts to evoke positive change.
ContributorsAdams, Alaina (Author) / Marley, Scott C. (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Allen, Althe (Committee member) / Arizona State University (Publisher)
Created2016