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 email@example.com.
- 3 English
- 3 Public
- Educational leadership
- 2 Educational administration
- 1 Background knowledge
- 1 Building knowledge
- 1 ELA instruction
- 1 Education policy
- 1 Educational evaluation
- 1 Guaranteed and Viable Curriculum
- 1 Knowledge-oriented instruction
- 1 Latino parents
- 1 Multi-Tiered Systems of Support
- 1 Professional Learning Community
- 1 Reading comprehension
- 1 Reading instruction
- 1 Results Driven Accountability
- 1 Spanish speakers
- 1 Student Achievement
- 1 Teacher Support
- 1 Teacher education
- 1 Teacher perception
- 1 communities of practice
- 1 empowerment
- 1 parent involvement
- 1 public education
Desert Elementary is a suburban Phoenix K-5 school. The school has undergone a significant change in its approach to reading instruction due to the Common Core State Standards (CCSS) instructional shift of building knowledge through content rich nonfiction. Teachers implemented this shift in their classrooms through a 16-month professional development program called Students Talking for a Change (STFAC). This qualitative action research study explored how teacher perception of reading instruction was affected by this change in instructional practice. Data collection comprised of classroom observations, teacher interviews, planning artifacts, professional development session artifacts and student work in order to determine teacher …
- Ellis, Raquel, Puckett, Kathleen, Jimenez-Silva, Margarita, et al.
- Created Date
Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which …
- Barrantes, Alfredo G., Jimenez-Castellanos, Oscar, Jimenez-Castellanos, Oscar, et al.
- Created Date
ABSTRACT This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities. Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. …
- Hecht Jr, John Arthur, Puckett, Kathleen, Lawton, Stephen, et al.
- Created Date