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- Creators: Chapman, Amy
Description
There is a severe shortage for Spanish bilingual K-12 teachers in CA. At a northern California public institution of higher education, advising is seemingly prescriptive, transactional and dehumanizing. Spanish bilingual students do not have access to critical information adequately preparing them to complete program admission requirements for eligibility to a teacher credentialing program in a timely manner. Furthermore, across the university campus, there is limited proactive advising on additional requirements towards earning a Spanish Bilingual Authorization that is required to teach in CA bilingual programs in K-12. Advisors are not adequately supported through any advising pedagogy onboarding and access to ongoing professional development, are understaffed and often overextended. This results in a lack of preparation to serve diverse student groups. Advisors are encouraged to learn their academic programs, graduation and general education requirements and are then handed down proceeding institutional updates to impose on students. Given the need for Spanish bilingual teachers in California in K-12, this qualitative action research study was conducted to address the challenges and possible recommendations in advising Latinx and Chicanx Spanish bilingual students who are pursuing a teaching credential with an added Spanish Bilingual Authorization. Academic advising that is culturally responsive and humanizing has the potential to have a profound impact on student success.
ContributorsFigueroa, Karina Gabriela (Author) / Chapman, Amy (Thesis advisor) / Carrillo, Juan (Committee member) / Murai, Harold (Committee member) / Arizona State University (Publisher)
Created2024
Description
This dissertation explores how a social learning landscape constructed around the concept of Emergent Synchronicity affects the perceptions of connectedness and belonging felt by a group of EdD students enrolled in an online asynchronous program. The mixed methods study collects data from a series of three surveys distributed at the beginning, middle, and end of a semester, as well as data collected from semi-structured participant interviews. The findings from the research illustrate the importance of connectedness and belonging to the student experience while also establishing the social learning qualities and experiences identified by participants as the most beneficial to their learning experience. The results prompt a re-thinking of the importance of connectedness and belonging which has been largely ignored as the online asynchronous learning format has increased in prevalence and establishes an understanding of how the constructs commence and change over time. The findings support the creation of a student-to-student mentor program that uses the insight of the advanced student to guide the novice student. In addition, the findings highlight the role of the institution in establishing a culture of social learning and providing opportunities for the connectedness and belonging constructs to develop.
ContributorsKalyankar, Jill (Author) / Chapman, Amy (Thesis advisor) / Smith, Stephanie (Committee member) / Owens Boltz, Liz (Committee member) / Arizona State University (Publisher)
Created2024
Description
This action research dissertation explores the role of coaching in fostering people’s development within the administrative services of a small research-intensive public university. The study explores how coaching influences employee attitudes, self-efficacy, personal and professional growth, productivity, and overall organizational effectiveness. The research was conducted within the Business and Ancillary Services unit, which implemented a service excellence strategy that included coaching as a core component. The study seeks to understand the specific impact of coaching in enhancing employee engagement, fostering collaboration, and contributing to the university’s broader organizational goals. A mixed-methods approach was utilized to gather both quantitative and qualitative data. Forty employees, including one director, six managers, and 33 unionized staff members, were invited to participate in an anonymous survey, while five participants were selected for semi-structured interviews to provide deeper insights into individual experiences and perceptions. The survey measured the effectiveness of coaching sessions on various developmental outcomes using Likert scale items, while the interviews were analyzed using thematic analysis. The findings revealed that coaching had a positive impact on employee attitudes, with participants reporting increased confidence, motivation, and engagement. Coaching was also linked to greater self-efficacy, enabling employees to feel more capable of achieving their goals and contributing to organizational success. Furthermore, coaching promoted stronger interpersonal relationships and teamwork, fostering a culture of collaboration and mutual support. Participants noted improvements in their personal and professional growth, particularly in skill development and adaptability. Productivity was also enhanced, as coaching helped employees focus on their objectives and optimize their performance. Although the findings are specific to a particular context, they offer valuable insights for varying contexts seeking to leverage coaching for employee development. The study concludes with recommendations for expanding coaching initiatives, exploring their long-term effects, and examining how organizational culture influences the success of coaching programs. This research underscores the potential of coaching as a strategic tool for driving both individual and organizational development.
ContributorsSomani, Rahim (Author) / Chapman, Amy (Thesis advisor) / Smith, Stephanie (Committee member) / Gilpin-Jackson, Yabome (Committee member) / Arizona State University (Publisher)
Created2024
Description
Disproportionate representation of historically underserved students inadvanced placement programs, such as the IB program, is a persistent issue
nationwide. Despite being called “the great equalizer,” public education often
perpetuates systemic inequities for marginalized students, including those living in
poverty or belonging to racial minority groups. While the student population in public
schools is becoming increasingly diverse, advanced course programs are evolving
more slowly, and enrollment remains dominated by students from already advantaged
backgrounds, such as middle-class white households. This study uses intersectionality
theory to analyze three possible methods of enrollment or referral—self-referral,
parental request, and faculty recommendation—providing a deeper understanding of
this issue.
This mixed-methods action research study implemented an innovation aimed
at enhancing faculty self-efficacy and attitudes toward communicating about the IB
program and referring students for enrollment. The study was guided by two
theoretical frameworks: the Conceptual Change Model and Guskey’s Model of
Teacher Change, which emphasize the role of teacher self-efficacy in driving change.
The innovation, a professional development workshop, aimed to facilitate conceptual
change by encouraging participants to recognize their preconceptions about the IB
program and to either build on accurate prior knowledge or replace misconceptions
with more accurate and comprehensive information.
ContributorsJay-Barron, Cassie D. (Author) / Weinberg, Andrea (Thesis advisor) / Vawter, Katherine (Committee member) / Chapman, Amy (Committee member) / Arizona State University (Publisher)
Created2024
Description
This mixed methods study explores the impact of parents learning to practicemindfulness on their emotion regulation, their interactions with children, and their children’s emotion regulation. The study was situated within the Balsz School District, where children often have difficulty regulating their emotions, leading to emotional, behavioral, relational, and learning challenges. Whether by exposure to community or domestic violence, refugee or homeless status, many families within the district have been exposed to multiple forms of trauma, often associated with emotional dysregulation. Parent and child emotion regulation are interdependent and interconnected. Relationships and interactions between parents and children begin in utero lay and neurobiological pathways that are the basis for the child’s emotions, behaviors, beliefs about themselves, relationships, and the world. Working with parents is often an entry point in helping children. Mindfulness promotes emotion regulation through changes to the structures and functions of the brain. One way these changes become visible is through alterations in behavior and communication in relationships with others. The mixed methods approach of this study utilized surveys, auto-ethnographic observation, and interviews. Results demonstrate that parents who learned to practice mindfulness strengthened their emotion regulation and feelings of connectedness to others. They became more aware of their feelings when interacting with their children, particularly in moments that required discipline. When children needed to be disciplined, parents were able to pause, reflect, and communicate with their children to promote internalized learning. This learning was carried forward in children and evidenced through positive changes in children’s emotion regulation. Overall, children were less worried, easier to soothe, and happier.
ContributorsGruber, Natalie (Author) / Henriksen, Danah (Thesis advisor) / Chapman, Amy (Committee member) / Siegel, Daniel J (Committee member) / Arizona State University (Publisher)
Created2023
Description
This action research dissertation centers on the challenge of enabling innovation in a Canadian special operations’ military context. While this context is purposefully limited in scope, it considers leadership and innovation in considerable detail, which are both of high interest and consequence in much wider contexts. The study relied on a conceptual and theoretical framework drawn from complexity and other systems theories; constructivism, and other learning theories; as well as the archetypal Goldilocks effect, as relevant to the Canadian special operations and larger military context. The study created and delivered interventions that shared relevant awareness and knowledge with non-commissioned officers and others, while also measuring perceived effects on innovative agency in the Canadian military special operations community. Findings confirmed that study participants perceived the interventions to positively impact development of innovative agency in both the specific context of special operations non-commissioned officers and the larger context. Further, data analysis provided five themes with corresponding findings, as well as a host of further discussion, all of which can contribute to future practice and research regarding leadership and innovation in the Canadian special operations community and beyond.
ContributorsNash, Stephen Michael (Author) / Chapman, Amy (Thesis advisor) / Bowers, Nicole (Committee member) / Snukis, Thomas (Committee member) / Arizona State University (Publisher)
Created2025
Description
This dissertation explores the potential for transformative learning within online tourism by designing and implementing a five-week virtual tour of Benin. The study is grounded in transformative learning theory and a newly developed conceptual model of transformative tourism. The aim was to create an immersive and interactive online experience that allowed participants to engage with the culture of Benin, ultimately fostering personal transformation. Through thematic analysis of participant reflections, Zoom and online community discussions, and researcher observations, the study demonstrates that transformative learning can occur in a virtual space, with participants experiencing significant shifts in their perspectives, values, and behaviors. The research highlights the importance of reflection and engagement in creating meaningful learning experiences and provides insights into how online tourism can facilitate transformative learning. This study contributes to the growing body of work on online tourism and its potential to create life-changing experiences without the need for physical travel, offering implications for future developments in the field.
ContributorsKouda, Debra (Author) / Chapman, Amy (Thesis advisor) / Bowers, Nicole (Committee member) / Monahan, John (Committee member) / Arizona State University (Publisher)
Created2025