ASU Electronic Theses and Dissertations

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2011 2017

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 ...

Contributors
Chebultz, Lance, Appleton, Nicholas, Tighe, Paul, et al.
Created Date
2012

This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that derives, in part, from her/his membership in a group or groups. This qualitative study utilized in-person interviews to capture raw data from four purposeful participants, and a software package (NVivo 9) aided in the grounded theory approach to data analysis (Charmaz, 2006). The study found that participants placed a ...

Contributors
Mader, Michael, Mcintyre, Lisa R, Hesse, Maria, et al.
Created Date
2012

The purpose of this study was to answer the question, "What are the experiences of students who have completed the Achievement Academy program?" In collecting data to answer this question, a series of clarifying questions also emerged: "What are the cultural, academic, and personal costs and benefits associated with being a part of Achievement Academy?"; "How have students defined or redefined their cultural, social, academic, and personal identities because of Achievement Academy?"; and "In what ways have the students used their surroundings and experiences to overcome preconceived notions of either what they were capable of or general expectations of those ...

Contributors
Calleroz White, James, Brayboy, Bryan, Neck, Christopher, et al.
Created Date
2012

ABSTRACT This study was an investigation of the effectiveness of curriculum-based measures (CBMs) on the math achievement of first and second grade English Language Learners (ELL). The No Child Left Behind Act (NCLB) of 2001 led to a new educational reform, which identifies and provides services to students in need of academic support based on English language proficiency. Students are from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency. NCLB intended to lead as to improvement in the quality of the United States educational system. Four classes from the community of Kayenta, Arizona in ...

Contributors
Benally, Jacqueline, Humphreys, Jere, Spencer, Dee, et al.
Created Date
2014

ABSTRACT School discipline practices have traditionally been reactive and punitive in nature. Students violating a school district’s code of conduct were often met with exclusionary discipline policies such as out-of-school suspensions, long-term suspensions, and expulsions. Districts attempted to resolve these practices by creating alternative education schools to house students with high numbers of office discipline referrals, rather than have them withdrawn from school. This practice has created in some instances, a school-to-prison pipeline. In this study, for 2015-2016, there were 22 students previously enrolled in the district’s alternative education school, Spirit Academy ranging in third through eighth grades. The students ...

Contributors
Santa Cruz, Margaret, Spencer, Dee A., Appleton, Nicholas, et al.
Created Date
2017

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 ...

Contributors
Becenti, Juanita, Appleton, Nicholas, Spencer, Dee, et al.
Created Date
2016

No. Dissertation/Thesis

Contributors
Cody, Herman, Spencer, Dee Ann, Appleton, Nicholas, et al.
Created Date
2012

Policymakers at the national level have recently initiated K-12 education reforms focused on teacher quality and teacher evaluation. Far-reaching legislation was subsequently enacted in the state of Arizona requiring schools to adopt standards-based teacher evaluation systems and link them to student outcomes. The end product is to result in annual summative measures of teacher effectiveness. Because of this, Arizona school administrators have become concerned about rapidly becoming experts in high-stakes teacher evaluation. Principals rarely have time to come together to talk about teacher evaluation, and consider the reliability of their evaluations and how to use teacher evaluation to help teachers ...

Contributors
Canelake, Chris Jeffrey, Zambo, Debby, Hansen, Cory, et al.
Created Date
2012

This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs. This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to ...

Contributors
Olson-Stewart, Kelly, Rotheram-Fuller, Erin, Liou, Daniel, et al.
Created Date
2015

This action research study explored what would happen if a principal network was created to provide time for collaboration about critical case studies of practice. The participants in this study were novice and experienced principals in an elementary school district in Arizona. Based on the underpinnings of the Wallace Foundation principal support programs, the study was designed to combat the limited professional development offerings for in-service principals. Modeling the use of cases from the legal and medical professions, this study utilized case studies as the base for peer collaboration to extend the principals' critical thinking skills of relevance, breadth, and ...

Contributors
Kubasko, Wendy, Rotheram-Fuller, Erin, Dinn-You Liou, Daniel, et al.
Created Date
2015

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries.

For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.