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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.


Subject
Date Range
2011 2020


The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame …

Contributors
Manchester, Sarah, Judson, Eugene, Moses, Lindsey, et al.
Created Date
2020

This mixed methods action research study closely examines what Club Advisors need in order to be successful in their role, develops an intervention that supports Club Advisors in skill-building along with Club Advisor’s self-motivation and the development of self-efficacy in their role. The purpose of this study was to understand what skills and motivations Club Advisors had and after an intervention occurred, observing whether their self-efficacy around club advising increased. While there has been growth in the area of student affairs and focus on student involvement outside of the classroom, there is currently limited research in the field of university …

Contributors
O'Brien, Jennifer, Chen, Ying-Chih, Davis, Ben, et al.
Created Date
2020

In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines …

Contributors
Luszeck, Amanda, Blasingame, James, Durand, Elizabeth S, et al.
Created Date
2019

The focus of this research study was to better understand the development of a Professional Learning Community (PLC) culture within an urban middle school campus and to analyze if the intervention, intended to develop a campus PLC culture, had any positive or negative impact on student achievement. This mixed-methods research study utilized pre and post surveys and interviews with campus educators to delve into the perceptions of the development of a PLC culture within the middle school campus. Furthermore, student academic performance was explored through the analysis of state academic performance reports. The first significant finding of this study was …

Contributors
Herrera, José Antonio, Gee, Elisabeth, Henriksen, Danah, et al.
Created Date
2019

As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways …

Contributors
Harbin, Justin, Rotheram-Fuller, Erin, Foulger, Teresa, et al.
Created Date
2019

Nursing school can be challenging for undergraduate students, largely because they do not know what to expect in terms of the demands of the rigorous academic program. Students who enter the program with unrealistic expectations of the demands, such as underestimated time needed for studying for exams or preparing for clinical and class time, as well as the emotional toll of time away from family and friends are often challenged with being adequately prepared for the day-to-day experience of nursing school. Once students have been in the program a few semesters, they begin to get the flow of the expectation …

Contributors
Bednarek, Salina, Puckett, Kathleen, Albert, Louis, et al.
Created Date
2019

ABSTRACT It is critical for students to be provided with opportunities to learn in settings that foster their academic growth. It is equally important that schools endeavor to be a place where students’ social and emotional needs are met as well. However, due to lack of funding, over-testing, inappropriate evaluation measures, and other persistent policy pressures, our public schools have often resorted to a focus on raising standardized test scores through direct instruction with an increasingly narrowed curriculum. As a result, schools have often become places in which students, rather than being seen as valued future members of a productive …

Contributors
Ohanian, Jennifer, Hermanns, Carl, Jordan, Michelle, et al.
Created Date
2018

ABSTRACT Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks. The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, …

Contributors
Sanchez, Luis, Buss, Ray, Gonzales, Steven, et al.
Created Date
2017

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

Data and the use of data to make educational decisions have attained new-found prominence in K-12 education following the inception of high-stakes testing and subsequent linking of teacher evaluations and teacher-performance pay to students' outcomes on standardized assessments. Although the research literature suggested students' academic performance benefits were derived from employing data-informed decision making (DIDM), many educators have not felt efficacious about implementing and using DIDM practices. Additionally, the literature suggested a five-factor model of teachers' efficacy and anxiety with respect to using DIDM practices: (a) identification of relevant information, (b) interpretation of relevant information, (c) application of interpretations of …

Contributors
Nelson, Andrew Nelson, Buss, Ray R, Preach, Deborah, et al.
Created Date
2017

“If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he ought to be and could be, he will become what he ought and could be.” Johann Wolfgang von Goethe (1749-1832) Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose …

Contributors
Saltmarsh, Sarah Schmaltz, Liou, Daniel D, Rotheram-Fuller, Erin, et al.
Created Date
2016

Many medical students are reluctant to seek help during the course of their four years of medical school. When they do finally ask for help, some are already burned out or in a crisis. One of the main reasons students are apprehensive about seeking help is stigma. This mixed methods action research study was conducted to explore whether a help-seeking, anti-stigma campaign improved help-seeking behaviors. The innovation was an anti-stigma campaign consisting of three components: (a) video vignettes of upper class students normalizing help-seeking, (b) a Friends and Family of Medical Students session to educate those closest to the student …

Contributors
Smith, Stephanie, Marley, Scott C., Buss, Ray R., et al.
Created Date
2016

The purpose of this action research study was to implement and study a systematic framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary …

Contributors
Cawthorne, Janine A., Bertrand, Melanie, Puckett, Kathleen, et al.
Created Date
2016

In order to examine the concept of Pueblo Indian epistemology and its relevance to western science, one must first come to some understanding about Pueblo Indian worldviews and related philosophies. This requires an analysis of the fundamental principles, perspectives, and practices that frame Pueblo values. Describing a Pueblo Indian worldview and compartmentalizing its philosophies according to western definitions of axiology, ontology, epistemology, and pedagogy is problematic because Pueblo ideas and values are very fluid and in dynamic relationship with one another. This dissertation will frame a Pueblo Indian epistemology by providing examples of how it is used to guide knowledge …

Contributors
Dorame, Anthony Kevin, Sumida-Huaman, Elizabeth, Brayboy, Bryan, et al.
Created Date
2015

Arcadia Elementary School is an urban Title 1 school that serves 800 students in kindergarten through eighth grade. The school uses a commercial program called Make Your Day to manage student behavior. This program, aligned to the tenets of Positive Behavior Interventions and Supports (PBIS), meets the needs of most students but not the most frequent classroom disruptors. This mixed methods participatory action research study explores the how an understanding of a frequently disruptive student's ecology can lead to more effective support and improved behavioral outcomes. The Behavior Intervention Team process consists of effective data tracking tools and practices and …

Contributors
Bartanen, Peter, Puckett, Kathleen, Mathur, Sarup, et al.
Created Date
2015

ABSTRACT The purpose of this descriptive study was to gain an understanding of the confidence level held by third, fourth, and fifth grade teachers as to their preparedness for teaching the cognitive demands of the Common Core State Standards (Arizona's College and Career Ready Standards) to all students, in particular Hispanic students living in poverty, who occupy close to a third of all classroom seats in Arizona. The achievement gap between Hispanic students living in poverty and non-Hispanic students of non-poverty status is one of the largest achievement gaps in Arizona, which has existed with minimal change for more than …

Contributors
Fast, Deborah R., Fischman, Gustavo E, Harris, Connie, et al.
Created Date
2014

Peer learning is one of the longest established and most intensively researched forms of learning. As a form of peer learning, peer tutoring is characterized by specific role-taking as tutor or tutee with high focus on curriculum content. In the late 18th century, Andrew Bell undoubtedly became the first person in the world to use peer tutoring in a systematic fashion within a school setting. Due to its miraculous success, Bell affirmed that peer tutoring was the new method of practical education and was essential to every academic institution. Early in American education, teachers relied on certain students to teach …

Contributors
Johnson, Brian, Carlson, David, Barnard, Wendy, et al.
Created Date
2014

Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness …

Contributors
Cruz, Jennifer, Zambo, Debby, Foulger, Teresa, et al.
Created Date
2014

This mixed methods participatory action research study explored how an instructional coach influenced a state mandated curriculum adoption at a Title 1 urban middle school. The purpose of this study was to identify ways in which an instructional coach supported a veteran staff during the adoption of new curriculum standards. The instructional coach/action researcher employed a three pronged coaching approach that incorporated individual and team coaching sessions and increased networking to encourage and support the development of social capital. This study was informed using Vygotsky's Social Learning Theory, Wenger's Communities of Practice, Coleman's Social Capital Theory, and Hall and Horde's …

Contributors
Schwarting, Joann, Wetzel, Keith, Ewbank, Ann, et al.
Created Date
2014

The National Association of Community College Teacher Education Programs (NACCTEP) was established to promote the community college role in the recruitment, preparation, retention, and renewal of teachers. NACCTEP is led by a 13-member executive board consisting of community college teacher education administrators and faculty members from across the United States. Board members expressed concern that their first year consisted of them trying to learn their role as a board member including how to participate in board activities. By the time they became fully knowledgeable about their role and became more active participants, their two-year term was completed. They also indicated …

Contributors
Ostos, Ray A., Buss, Ray, Barnett, Joshua, et al.
Created Date
2013

National Board Certification is an esteemed certification and professional learning and reflective opportunity for teachers. Cognitive coaching is also a method of support many teachers receive over the course of their National Board Certification journey. The certification process involves reflective practices and opportunities for teachers to think differently about their instructional decisions and overall teaching practice. This project involves teachers who are not affiliated with the National Board Certification process. The researcher provides them with reflective opportunities and components from the certification process. An analysis of qualitative and quantitative data unveil the following results. First, coaching and practices associated with …

Contributors
Diaz, Kirsten Anne, Roe, Mary, Weber, Catherine, et al.
Created Date
2013

This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and …

Contributors
Imel, Breck, Wetzel, Keith, Ewbank, Ann, 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

The purpose of this study was to understand what promotes or hinders the implementation of a high school education reform policy in Arizona schools from the perspective of a nonprofit organization that served an active and intentional role as an intermediary organization working directly with schools and policymakers. The study was intended to facilitate implementation of the education reform policy in the school sites, to gain knowledge that will be used to inform future cycles of planning and implementation, and to influence state policy. This study was an explanatory nonexperimental multiple case study involving five high schools across Arizona. The …

Contributors
Burke, Amanda Marie, Jimenez-Castellanos, Oscar, Gonzalez, Gustavo S, et al.
Created Date
2012

ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? …

Contributors
Sallu, Adama, Swadener, Beth B, Klimek, Barbara, et al.
Created Date
2012

This study addresses racial segregation in schools by examining the self-selecting patterns of middle class Asian immigrant parents in a public non-charter school district who enrolled their children in specialized academic programs. This phenomenological study focused on the educational history and the decision-making process of school choice in a sample of 11 Chinese and Vietnamese immigrant parents; a majority of them were identified as Chinese mothers. This study was conducted to answer the research questions: (R1) How do the parents' past experiences play a role in their perception of specialized academic programs and the decision-making process of selecting a school? …

Contributors
Padilla, Hoang-Thuy Phan, Brayboy, Bryan M.J., Lee, Stacey J., et al.
Created Date
2012

ABSTRACT The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate Yearly Progress (AYP) in school year 2009-10. The secondary focus of the study concentrated on the characteristics of the rural environment of the schools and what role, if any, school location might have contributed to AYP. Of the approximately 820 public schools in New Mexico, 42 (30%) of secondary schools …

Contributors
Iron Moccasin, Shawl D., Humphreys, Jere T., Appleton, Nicholas A., et al.
Created Date
2012

Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three …

Contributors
Tom, Deborah F., Humphreys, Jere T., Spencer, Dee A., et al.
Created Date
2012

In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation …

Contributors
Roessel, Karina Ann, Appleton, Nicholas, Spencer, Dee Ann, et al.
Created Date
2011

This dissertation reports on an action research study that sought to discover how a new WiFi, tablet computing device, the Apple iPad, affected, enhanced, and impacted student engagement in an English Honors course at Scottsdale Community College. The researcher was also the instructor in the two semester, first-year, college composition sequence (English 101/102) in which all 18 students were provided the new Apple iPad tablet computing device. The researcher described how students adapted the Apple iPads to their academic lives, assessed iPad compatibility with current instructional technology systems, and interviewed participating students to document their beliefs about whether iPad activities …

Contributors
Tualla, Larry Tech, Clark, Christopher M, De Los Santos Jr., Alfredo G, et al.
Created Date
2011

This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the …

Contributors
Ruiz, Leticia, Valverde, Leonard A., Ovndo, Carlos J., et al.
Created Date
2011