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ASU Electronic Theses and Dissertations


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.


Language
  • English
Subject
Date Range
2011 2019


One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this …

Contributors
Alsen, Beth Ann, Buss, Ray R, Jimenez-Silva, Margarita, et al.
Created Date
2019

Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy. …

Contributors
Gomez Gonzalez, Laura M., Jimenez-Silva, Margarita, Amrein-Beardsley, Audrey, et al.
Created Date
2016

This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities …

Contributors
Song, Mi-Jung, Christie, James, Enz, Billie, et al.
Created Date
2012

This study aims at exploring whether English Language Learners (ELL) who are enrolled in a music education program have higher standardized test scores compared to those who are not engaged in a music education program. A West Phoenix, inner city school was studied were the majority of students are Hispanic and qualify for free and reduced lunch. The main purpose of this dissertation was to analyze the effects of instrumental music courses on the AZmerit assessment scores. AZMerit is a standardized assessment used to measure student growth during the given timeframe of one school year (AIMS A Science, n.d.). In …

Contributors
Palubinski, Karen Louise, Schugurensky, Daniel, Schmidt, Margaret, et al.
Created Date
2019

This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, …

Contributors
Dixon, Shane Yahlu, Atkinson, Robert, Savenye, Wilhelmina, et al.
Created Date
2015

This study provides insights into the nature of L2 writers' engagement with written corrective feedback (WCF) - how they process it and what they understand about the nature of the error - to explore its potential for language development. It also explores various factors, such as individual, socio-contextual, and pedagogical, which influence the extent of student engagement. Data include students' revisions recorded with screen-capture software and video-stimulated recall. The video-stimulated recall data were transcribed and coded for evidence of processing, error awareness, and error resolution. In addition, I conducted interviews with students and their instructors, and through a thematic analysis, …

Contributors
Uscinski, Izabela, Matsuda, Paul K, Matsuda, Aya, et al.
Created Date
2015

This project examines how writing teachers of multilingual students conceptualize their pedagogical practices. Specifically, it draws on work in teacher cognition research to examine the nature of teacher knowledge and the unique characteristics of this knowledge specific to the teaching of second language writing. Seeing teacher knowledge as something embedded in teachers’ practices and their articulation of the goals of these practices, this project uses case studies of four writing instructors who teach multilingual students of First-Year Composition (FYC). Through qualitative analysis of interviews, observations, and written feedback practices, teachers’ goals and task selection were analyzed to understand their knowledge …

Contributors
Racelis, Juval V., Matsuda, Paul K, James, Mark A, et al.
Created Date
2017

This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’ knowledge of e-WPs in the context of multilingual First-Year Composition (FYC) classrooms. By drawing on Borg’s (2003) theory of teacher cognition and Crusan, Plakans, and Gebril’s (2016) definition of assessment literacy, I define L2 teachers’ writing assessment literacy as teachers’ knowledge, beliefs and practices of a particular assessment tool, affected by institutional factors. While teachers are the main practitioners who help students create e-WPs (Hilzensauer & Buchberger, 2009), studies on …

Contributors
Wu, Tai-Min, Matsuda, Paul K, James, Mark A, et al.
Created Date
2018

This project offers an exploration of the constitution of English language learners (ELLs) in the state of Arizona as subjects of government through the discursive rationalities of rule that unfolded alongside the Flores v. Arizona case. The artifacts under consideration span the 22 years (1992-2014) of Flores' existence so far. These artifacts include published academic scholarship; Arizona's legislative documents and floor debate audio and video; court summaries, hearings, and decisions; and public opinion texts found in newspapers and online, all of which were produced in response to Flores. These artifacts lay bare but some of the discursive rationalities that have …

Contributors
Thomas, Melinda Arlene Hollis, Carlson, David Lee, Malewski, Erik, et al.
Created Date
2014

The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and how the relationship between a coach and teacher affects understanding of and classroom practice with a specific population of students. The research questions were (a) How can coaching support implementation of professional development goals over traditional development activities as reported by the teacher, coach and …

Contributors
Castillo, Melissa, Garcia, Eugene, Arias, Beatriz, et al.
Created Date
2012