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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 2018


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

The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In …

Contributors
Azukas, Mary Elizabeth, Dorm, Sherman, Henriksen, Danah, et al.
Created Date
2018

Career and technical education was founded on the common practice of apprenticeships integrated into the public schools at the beginning of the 20th century as manual arts, which continued to evolve into a culture and practice of its own as vocational education, and into what is now career and technical education,with an evolving focus on college and career readiness. This study sought to collect and compare the perceptions of superintendents, principals, assistant principals, and deans who were affiliated with ten Northeastern Arizona high schools, which were members of Northern Arizona Vocational Institute of Technology (NAVIT) to seven similar sized high …

Contributors
Haussman, Charles, Spencer, Dee Ann, Appleton, Nicholas, et al.
Created Date
2012

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
Salabiye-Gishey, Leclare Ellen, Spencer, Dee A., Appleton, Nicholas A., 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

Given the current focus on high-stakes accountability in America's public schools, this study examined teacher evaluation specific to physical education. This study revealed current teacher evaluation practices used in physical education, perceptions of school administrators related to the value of the physical education evaluation process, and the perceptions of the physical education teachers related to the value of the evaluation process. The first phase of this study was an interpretive document analysis study conducted on four separate teacher evaluation systems commonly used within the public school system to evaluate physical education teachers. Those four systems were: Marzanos teacher evaluation model, …

Contributors
Norris, Jason, van der Mars, Hans, Beardsley, Audrey, et al.
Created Date
2014

ABSTRACT Native American students from the Salt River Pima-Maricopa Indian Community have attended Stapley Junior High, one of 13 junior high schools in the Mesa Unified School District, since its doors opened in the fall of 1994. Over the years a variety of instructional practices have been used in an effort to improve academic outcomes for these students, who have posed a challenge to traditional educational methods. Interviews were conducted with eight educational professionals, including teachers, administrators, and a tutor who worked with these students on a daily basis. They each responded to the same series of questions, providing their …

Contributors
Williams, Sidney, Appleton, Nicholas, Duplissis, Mark, et al.
Created Date
2012

In this dissertation I employed a culminating cycle of action research following two earlier ones to facilitate the creation of a professional learning community (PLC). My research took place at an elementary school in an urban area of the American southwest. As principal of this school I had initiated the policies and procedures that were often recommended to create PLCs. However, observations of teachers in PLC meetings indicated that conversations focused on logistical planning issues, rather than on the in-depth pedagogical discussions that characterize high functioning PLCs. To address this problem I introduced a form of peer observation into the …

Contributors
MacKinney, Bennett Adam, Buss, Ray R, Zucker, Stanley, et al.
Created Date
2015

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 mixed methods action research study examined the effectiveness of an Education and Career Action Plan (ECAP) Advisory Program on students’ formation of postsecondary education and employment plans. The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions. The quantitative data from this study addressed whether the intervention had an impact on the ECAP …

Contributors
Donner, William, Hermanns, Carl, Zucker, Stanley, et al.
Created Date
2018

bold-Navajo Language-bold italic-Novice, Intermediate, Proficient, Advance-italic Dissertation/Thesis

Contributors
Todacheeny, Frank, Spencer, Dee Ann, Appleton, Nicholas, et al.
Created Date
2014

The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains …

Contributors
Conley, Loraine, Brayboy, Bryan, Mccarty, Teresa, et al.
Created Date
2012

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 …

Contributors
Barrantes, Alfredo G., Jimenez-Castellanos, Oscar, Jimenez-Castellanos, Oscar, 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 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

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. …

Contributors
Hecht Jr, John Arthur, Puckett, Kathleen, Lawton, Stephen, et al.
Created Date
2015

ABSTRACT The high percentage and the steady growth of Hispanic/Latino students in Arizona demand that special attention be placed on improving academic achievement and attainment. The need to support Hispanic/Latino parents in becoming meaningful positive contributors to their children's schooling continues to surface as a critical issue in school improvement efforts in many Arizona districts. American Dream Academy, part of the Center for Community Development and Civil Rights at Arizona State University, has aimed to address this critical issue. Their focus has been to change Latino parents' beliefs about, knowledge of, and behaviors related to their children's education from pre-kindergarten …

Contributors
Portillo, Danelia Alejandra, Spencer, Dee Ann, Appleton, Nicholas A, et al.
Created Date
2013

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

No. Dissertation/Thesis

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