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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.


This mixed methods action research project focused on improving external teacher evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences. More specifically, this project explored how and to what extent an intervention of a professional development model influenced external teacher evaluators’ self-efficacy for providing effective feedback during teacher evaluation conferences and how the intervention influenced external evaluators’ perception of effectiveness when providing feedback during pre- and post- evaluation conferences. Self-efficacy theory, sociocultural theory, and the community of practice framework informed the intervention. Six external teacher evaluators participated in the study from July through December of 2017. The professional development …

Contributors
Buchanan, Jennifer, Hodges Kulinna, Pamela, Jordan, Michelle E, et al.
Created Date
2018

Arizona’s district and charter communities have a history of conflict, including working against each other when advocating policy positions at the state legislature. The purpose of this research was to improve the relationship between the district and charter communities through an intervention based on intergroup contact theory. Through her personal network, the researcher formed and facilitated the Arizona Initiative for Public Education Dialogue (AZ iPED), comprised of eight district superintendents and charter leaders. This mixed-methods, action research study explored what happened when Arizona school district superintendents and charter school leaders were brought through intergroup contact to discuss potential policies they …

Contributors
Johnson, Jody L., Jordan, Michelle E, Koro-Ljungberg, Mirka, et al.
Created Date
2017

The purpose of this action research study was to explore the relationship between growth mindset instruction in a community college success class with student academic effort and achievement, among students enrolled in a developmental reading class. Community college students, especially those testing into developmental classes, face numerous obstacles to achieving their goal of completing a college degree. Research supports that students with a growth mindset - a psychological concept grounded in the belief of the malleability of traits such as intelligence - embrace challenges, exert more academic effort, and achieve more. Fourteen students enrolled in a community college participated in …

Contributors
Brysacz, Lynn M., Caterino, Linda C, Jordan, Michelle E, et al.
Created Date
2017