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- Creators: Dorn, Sherman
Description
The purpose of this action research was to work with Brazilian trained educators in a Community of Practice (CoP) to explore how teachers collectively define and talk about critical thinking (CT). The research also examined how past teaching experiences shaped their attitudes toward emphasizing CT in teaching. In addition, the research studied how participation in a CoP focused on CT changed classroom planning. The study is grounded in Community of Practice and Social Constructivism. As an international school, this study examined related research conducted in Jordan, Hong Kong, Taiwan, and Pakistan. This qualitative action research was 12 weeks in length with six participants who were all from Brazil and worked at a private bilingual international secondary school. Participants completed an initial interview and final interview. They also completed online journals, which were assembled weekly for 45 minutes, and maximized their efforts constructing a unit plan utilizing the Understanding by Design method. The results of the study describe the teachers’ definition of critical thinking, and also present an understanding of how the CoP shaped their attitudes. This, in turn, resulted in members’ updated classroom planning, which was due to participation in the cohort. Further issues and credibility, contextualization, and transferability as well as researcher positionality were discussed.
ContributorsJaramillo, Kevin Lee (Author) / Dorn, Sherman (Thesis advisor) / Fischman, Gustavo (Committee member) / Buss, Ray (Committee member) / Johnston, Michael (Committee member) / Arizona State University (Publisher)
Created2019
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
Educational Data Mining: An Application of a Predictive Model of Online Student Enrollment Decisions
Description
College and university enrollment has decreased nationwide every year for more than a decade as educational consumers increasingly question the value of higher education and discover alternatives to the traditional university system. Enrollment professionals seeking growth are tasked to develop and implement innovative solutions to address increasing enrollment challenges by being responsive to consumer values, interests, and needs. This multi-phase mixed methods action research study explores educational data mining and machine learning to understand and predict the enrollment decisions of admitted applicants (n=3,843) at the online campus of a public research university (phase one). Then, this innovation is distributed to understand how university enrollment professionals (n=7) interpret and are affected by the factors that influence online student enrollment decisions (phase two). Logistic regression was used to evaluate 24 independent variables to classify each applicant into a dichotomous dependent outcome: will an applicant enroll or will they not. The model identified 10 significant predictors and accurately categorized 81% of the enrollment outcomes at its peak. The population was comprised of online adult learners and the findings were carefully compared to the findings of previous studies which differed in institutional settings (on campus) and student populations (first-year students). Additionally, the study aimed to extend the work of previous literature through a second application phase within the local context. The second phase was guided by distributed leadership theory and the four-stage theory of organizational change and introduced the model to enrollment professionals within the local context through participation in a workshop coupled with a pre-/post-workshop survey. This convergent parallel mixed methods design resulted in themes that demonstrated enrollment managers had a genuine desire to understand and apply the model to assist in solving complex enrollment challenges and were interested in using the model to inform their perspectives, decision-making, and strategy development. This study concludes that educational data mining and machine learning can be used to predict the enrollment decisions of online adult students and that enrollment managers can use the data to inform the many enrollment challenges they are tasked to overcome.
ContributorsSinger, Cody Gene (Author) / Ross, Lydia (Thesis advisor) / Dorn, Sherman (Thesis advisor) / Cillay, David (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation investigates the impact of a pedagogical class and a Community of Practice (CoP) on the implementation of reading strategies by faculty at a community college. It explores the types of reading strategies instructors plan to use, their integration into classroom practices, the factors enabling or impeding this implementation, and the influence of attitudes, social norms, and perceived behavioral control on their intentions to use these strategies. The study employs a mixed-methods research design, incorporating both qualitative and quantitative data collection and analysis methods. The findings reveal that instructors intend to adopt various reading strategies, with the pedagogical class and CoP playing significant roles in their professional development and instructional practices. The research identifies enablers and barriers to implementing reading strategies, highlighting the importance of supportive institutional contexts, professional development opportunities, and reflective teaching practices. By examining the application of reading strategies in the context of community college instruction, this dissertation contributes to the broader understanding of effective teaching practices and faculty development in higher education.
ContributorsMatthesen, Cathy Jeane (Author) / Dorn, Sherman (Thesis advisor) / Buss, Ray R (Committee member) / Brooks, Eric (Committee member) / Arizona State University (Publisher)
Created2024
Description
The interplay between teacher knowledge and pedagogical practices in diverse classroom contexts is situated in teachers’ identities as theorizers, interpreters, and critics of their own practice. Understanding how professional learning is mediated in this context is critical to both the construction of new knowledge and the application of knowledge into practice. This study examined how teachers’ social networks contribute to knowledge production and inform professional practice. This research sought to address the gap in the literature concerning professional development experiences in rural schools. Through a combination of qualitative inquiry and social network analysis, the study examined the impact of an innovative professional development model on mediating new learning through social exchanges, encouraging teachers to consider conceptual innovations and integrate them into practice. Analysis revealed that while the innovation aimed to promote collaboration, structural constraints and individual intentions influenced the nature of interactions within the school community, directly affecting the implementation of new instructional practices in classrooms. While teachers tended to form relationships based on expertise and individuals’ positions within the network, there was minimal engagement beyond scheduled professional development activities. Despite challenges in implementation, instances of agentic potential emerged within the school community. This study underscores the complex nature of professional learning, emphasizing the importance of flexible, teacher-centered approaches that acknowledge the multifaceted dimensions of learning and change. By leveraging social networks and cultivating a supportive environment, educators can navigate challenges and enact meaningful educational reforms that empower both individuals and communities within educational settings. This research provides insights into the interconnected dynamics of teacher interactions, professional learning, and organizational change, offering meaningful insights for practice and future research in educational contexts.
ContributorsPrice, Gretchen (Author) / Dorn, Sherman (Thesis advisor) / Maddin, Brent (Committee member) / Haack, Marcus (Committee member) / Arizona State University (Publisher)
Created2024
Description
This study examined opportunities for enhancing transfer outcomes for community college students through summer research opportunities at a university. It emphasizes the significance of academic capital, derived from Bourdieu's cultural capital theory, in facilitating successful transfers. By offering ten-week paid summer research opportunities at a university for community college students, the study aims to identify practices supporting transfer abilities and addressing disparities in social mobility. The concept of academic capital encompasses easing financial concerns, enhancing support networks, and ensuring access to relevant information for students from low-income backgrounds. The research findings highlight the positive impact of research internships on students' academic capital, transfer readiness, and faculty perceptions. The study addresses three key research questions: (1) Academic capital increase: Analyzing changes in community college students' academic capital post participation in summer research projects; (2) Student transfer perceptions: Examining how summer research opportunities influence community college students' perceptions of transferring to four-year programs; (3) Faculty views on student success: Investigating faculty mentors' perceptions of community college student interns succeeding in baccalaureate programs. The findings underscore increases in academic capital, improved student perceptions of transfer capacity, and positive faculty views of community college student researchers. Despite challenges like payment delays and legal status issues affecting student participation, the study highlights the importance of providing support and opportunities for community college students to enhance their academic capital and improve transfer readiness. The research emphasizes the need for tailored transitional supports and strategic infrastructure changes to ensure successful transfers from two-year to four-year programs, ultimately aiming to uplift social mobility for diverse learners and advance educational and industry goals.
ContributorsNolan Chavez, Holly E (Author) / Dorn, Sherman (Thesis advisor) / Hesse, Maria (Committee member) / Prince, James (Committee member) / Arizona State University (Publisher)
Created2024
Description
The purpose of this action research study was to explore the impact instructional choices had on student participation in the classroom learning environment, growth of knowledge in social studies, and self-efficacy in the learning process. The instructional choices implemented through a flipped learning instructional approach were designed to target motivation and participation in the learning process via individualized student-learning opportunities. This action research study was conducted to compare the effectiveness of collaborative student-centered learning environments to traditional instructional style learning environments. This study provided students with opportunities to analyze, think critically of, and apply studied content in a Participation in Government course to their personal lives through experiential out-of-class assignments and collaborative hands-on in-class activities. The theoretical foundations for this study include social cognitive theory, theory of self-efficacy, and social constructivism. Participants included 32 high school seniors from the High School of Fashion Industries in New York, NY. Participants completed a pre-/post-self-efficacy survey, pre/posttest measuring their knowledge of government, and several short interviews. Eight participants, four from the Treatment group and four from the Control group, completed a semi-structured interview at the conclusion of the study. Results showed participants experienced an increase in self-efficacy and participation in the learning process. Participants from the Treatment group outperformed the participants from the Control group with regards to knowledge of government. In the discussion, outcomes related to the theoretical frameworks and the problem of practice were discussed. Finally, limitations and a discussion regarding future iterations of the action research in a larger context were outlined.
ContributorsLazarus, Sean F (Author) / Dorn, Sherman (Thesis advisor) / McArthur Harris, Lauren (Committee member) / Ewing, Kris (Committee member) / Arizona State University (Publisher)
Created2018
Description
This action research introduces an innovative construct entitled R.A.I.S.E. (Representation, Amplification of Assets, Inspiration, Support, and Empowerment and Engagement) to scale up leadership excellence in Ontario education systems. Equity (or the E-word) has become a highly contentious and volatile left-and right-wing political hotbed. R.A.I.S.E. attempts to shift the emphasis away from politically polarized discourse by approaching equity at the core of teaching and learning—the student and the family. R.A.I.S.E. poses scaffolded reflective questions that focus on connecting with every student and family based on individual assets, strengths, passions, and interests by connecting before correcting and directing them to meet individual needs. This study explores taking the R.A.I.S.E. tool beyond its initial use in a single school and examining further applications in school systems constrained by open dialogue about equity. With permission, I provided the R.A.I.S.E. protocol to school districts in the Greater Toronto and Hamilton Area (GTHA) for a self-directed rollout, with the understanding that a member of the senior leadership team would serve as a confidential participant in this study. Through purposive sampling, I conducted a qualitative, semi-structured group interview and a premortem exercise with system superintendents from GTHA school districts to determine the application and possibilities of the R.A.I.S.E tool. This qualitative study incorporated two cycles of coding. The first cycle consisted of in-vivo and descriptive coding, and the second cycle consisted of pattern coding. During the group interview, participants responded openly to semi-structured questions to highlight implementation strategies of the R.A.I.S.E. tool and whether there were barriers or limitations to its use. Participants also shared if the tool served as an effective conversation catalyst, enabling them to approach, navigate, and sustain conversations about equity within systems and with various partners and stakeholders. During the premortem exercise, participants imagined successes and failures of the tool’s implementation for the 2024-25 school year. Based on the possible uses and implementation of R.A.I.S.E., participants explained their projected futures, including if they anticipate any progress toward transformational change by moving equity from theory to action in classrooms, schools, and systems. Findings also revealed if any systemic barriers affected the tool’s implementation and provided implications for additional research.
ContributorsNalli, Paul (Author) / Dorn, Sherman (Thesis advisor) / Smith, Stephanie (Committee member) / Eizadirad, Ardavan (Committee member) / Arizona State University (Publisher)
Created2024