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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.


Resource Type
  • Doctoral Dissertation
Subject
Date Range
2011 2019


The availability and subsequent expansion in the use of online learning environments has provided a new avenue for teacher professional development: blended learning. While blended learning environments may provide attractive benefits to teachers and school administration, the impact of blended teacher professional development has been largely unexamined in the existing research. This mixed-methods study investigated professional development outcomes for 64 teachers participating in district sponsored teaching professional development, 32 in a blended course and 32 in a face-to-face equivalent of the course. Outcomes of the professional development were measured using pre- and post- instructional belief surveys, participant satisfaction surveys, and …

Contributors
Leake, Stephanie Susan, Garcia, David, Archambault, Leanna, et al.
Created Date
2014

This project is an institutional ethnography (Smith, 2005, 2006) that examines the lived experiences of nine second language (L2) writing teachers, specifically with regard to the interpersonal, material, and spatial relationships inherent in their work. Using interviews, focus groups, and a mapping heuristic for data collection, the study investigates the current culture of L2 writing that is (or is not) created within this specialized community of practice (Lave & Wenger, 1991) and the individual participant motivations as actors within a complex and dynamic network (Latour, 2007). Because findings from the study are relevant for a variety of fields and audiences, …

Contributors
O'Meara, Katherine Daily, Matsuda, Paul Kei, Rose, Shirley K, et al.
Created Date
2016

Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of …

Contributors
Sabo, Kent, Atkinson, Robert, Archambault, Leanna, et al.
Created Date
2013

ABSTRACT Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as …

Contributors
Gishey, Rhiannon Lee, Mccarty, Teresa L, Fischman, Gustavo E, et al.
Created Date
2013

One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In …

Contributors
Waitoller, Federico Roberto, Artiles, Alfredo J, Kozleski, Elizabeth B, et al.
Created Date
2011

Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms. This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers …

Contributors
Vann, William Camp, Marsh, Josephine P, Rotheram-Fuller, Erin, et al.
Created Date
2019

The principle purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK) and examine the development of that knowledge among pre-service and current math teachers. Seventy-eight current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT) - Mathematics assessment and nine of them took the Cognitively Activating Instruction in Mathematics (COACTIV) assessment. Participants answered questions that demonstrated their understanding of students' challenges and misconceptions, ability to recognize and utilize multiple representations and methods of presenting content, and understanding of tasks and materials that they may be using …

Contributors
Johnson, Jeffrey Ivan, Middleton, James A, Marsh, Josephine P, et al.
Created Date
2016

Recent advances in geo-visualization technologies, such as Google Earth, have the potential to enhance spatial thinking. Google Earth is especially suited to teaching landforms and geomorphological processes in traditional, online, or hybrid college classroom settings. The excitement for the technology as a learning tool, however, must be tempered by the need to develop sound and supportive pedagogies. A fundamental gap in the geoscience education literature exists because learning experiences with Google Earth, from the perspective of the student, are not completely understood. This dissertation analyzes three case studies in college introductory physical geography (Chapters 2 and 4) and teacher education …

Contributors
Palmer, Ronald Evan, Dorn, Ronald I, Harris, Lauren M, et al.
Created Date
2014

The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to …

Contributors
Giacumo, Lisa A., Savenye, Wilhelmina, Nelson, Brian, et al.
Created Date
2012

Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher—Steve—with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used …

Contributors
Nowak, Timothy E, Schmidt, Margaret, Campbell, Mark Robin, et al.
Created Date
2019

Few would argue that teacher effectiveness is a key lever in education reform and improving the overall quality of public education, especially in poor and working class communities. To that end, the importance of supporting and developing beginning teachers is of utmost importance in education, thus requiring deep understandings of the process of learning to teach. Yet, most conceptions of teacher learning struggle to capture the social, cultural, and historical context of teacher learning, particularly in understanding how learning and the production of knowledge is situated, active, and complex. One example of this limitation comes from the field of research …

Contributors
Diaz, Victor Humberto, Fischman, Gustavo E., Luft, Julie, et al.
Created Date
2012

This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey. Findings indicated that team leaders favored collaborative partnerships with …

Contributors
Ledbetter, Jessanne Powell, Bertrand, Melanie, Foulger, Teresa, et al.
Created Date
2016

ABSTRACT While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to …

Contributors
Jagielski, Donna Marie, Marley, Scott C., Carlson, David L., et al.
Created Date
2016

This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to …

Contributors
Shaffer, Shelly L, Blasingame, James, Roen, Duane, et al.
Created Date
2015

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

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 …

Contributors
Ellis, Raquel, Puckett, Kathleen, Jimenez-Silva, Margarita, et al.
Created Date
2017

The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx …

Contributors
Mulligan, Anne, Nakagawa, Kathryn, Swadener, Elizabeth Blue, et al.
Created Date
2018

This study collected and examined information on K-12 teachers currently involved in online education in the United States. The purposes of this study included defining the demographics of these teachers, determining the extent to which they were formally educated and/or trained to teach online, and to compare these findings to those from a similar study conducted six years earlier. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants currently teaching at least one online class at publicly funded K-12 online schools nationwide. Survey questions covered the following six domains: a) …

Contributors
Larson, Jean Sutton, Archambault, Leanna, Savenye, Wilhelmina, et al.
Created Date
2014

A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity. This spotlight on STEM instruction provided an opportunity to explore how K-14 STEM teacher participants perceived a Design Thinking Instructional Problems (DTIP) approach to developing instructional lessons. The study used a convergent parallel mixed-methods design with a survey instrument and a multiple case study focused on K-14 in-service STEM teachers. Data were collected from teacher participants during two five-week summer Research Experience for Teachers (RET) programs as part of two separate National Science Foundation (NSF) …

Contributors
Elwood, Kristin, Savenye, Wilhelmina, Jordan, Michelle E, et al.
Created Date
2018

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

Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study …

Contributors
Farago, Flora, Swadener, Beth Blue, Martin, Carol L., et al.
Created Date
2016

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 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

The majority of the teacher preparation programs in the US adhere to a traditional curriculum that includes foundational work, liberal arts classes, methods courses, and student teaching (Boyer & Baptiste, 1996; Kozleski, Gonzalez, Atkinson, Lacy, & Mruczek, 2013). Unfortunately, this approach rarely provides sudent teachers with opportunities to explore the role that culture plays in identity, learning, and community building--activities that are considered hallmarks of culturally responsive teaching (Artiles & Kozleski, 2007). To address this issue, Urban Teacher Education Program (UTEP) was created in 2010. UTEP was a one-year program designed to better prepare teachers currently in the classroom to …

Contributors
Atkinson, Dr. Laura, Mathur, Dr. Sarup, Zucker, Dr. Stanley, et al.
Created Date
2015

When it comes to planning for instruction, many teachers may feel an overwhelming need to rely on prescribed curricular resources and when those are not available many teachers may feel lost. While several methods for improving instructional planning exist, research has shown that prioritizing standards, creating assessments aligned to those standards, and using the data from those assessments to make instructional decisions have positively impacted teachers' instructional planning practices. Grounded in participatory action research (PAR), this mixed methods action research study sought to investigate the influence that targeted coaching could have on teachers' planning practices. The study was conducted in …

Contributors
Moore, Jonathan P., Jimenez-Castellanos, Oscar, Gonzalez, Gustavo, et al.
Created Date
2012

In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learnin g disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transporation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that helped …

Contributors
Bixler, Laura Ann, Clark, Christopher M, Rund, James, et al.
Created Date
2012

In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study looking at the philosophies and conceptions of faculty and the relationship between those philosophies and their actions in the classroom. The interviews were transcribed and analyzed for trends and patterns. The nature of the questions focused on various aspects of critical pedagogy and allowed for an easy transition to preliminary …

Contributors
Boudon, Daniel John, Margolis, Eric, Romero, Mary, et al.
Created Date
2015

Learning a second language has been shown to have many benefits, but in the state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face. The purpose of this action research study was to …

Contributors
Salas, Raquel, Bertrand, Melanie, Buss, Ray R., et al.
Created Date
2016

In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and …

Contributors
Rimbey, Kimberly Ann, Middleton, James A, Sloane, Finbarr, et al.
Created Date
2013

Since the field of Physical Education carries a broader role of physical activity promotion, it is important for Physical Educators to take leadership roles in Comprehensive School Physical Activity Programs (CSPAP) in schools. Hence, it has been emphasized that Physical Education Teacher Education (PETE) programs may need to prepare PETE majors adequately to promote physical activity beyond quality Physical Education programs in schools. The purpose of this study was to explore the current extent of CSPAP preparation in PETE programs (e.g., curricula and practices). The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and …

Contributors
Kwon, Ja Youn, Kulinna, Pamela H, van der Mars, Hans, et al.
Created Date
2016

This research investigated preservice teacher collaboration in the context of an undergraduate teacher preparation program. Small groups of preservice students were examined over five collaborative work sessions as they collaboratively designed and delivered instructional projects for their fellow classmates. This study contributes to understanding factors that influence the quality of preservice collaboration to help teacher educators better prepare preservice students for current collaborations with their peers and future collaboration in professional settings. A parallel mixed methods design, with an embedded two case study, was employed to analyze and interpret two research strands, quantitative, and qualitative. Quantitative results served as complementary …

Contributors
Brown, Denise Miller, Jordan, Michelle E, Daniel, Sarah R, et al.
Created Date
2016

Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the state. This is a study of the Train the Trainer component of an innovative K12 professional development model designed to meet the needs of the state's lowest performing schools that served some of the state's most marginalized students. Pursuing a Vygotzkian social constructivist framework, the model was developed and informed by its stakeholders, …

Contributors
Pollnow, Michele K., Jimenez-Castellanos, Oscar, Jimenez-Silva, Margarita, et al.
Created Date
2012

Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The …

Contributors
Borden, Ryen, Carlson, David, Barnard, Wendy, 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

This dissertation explored how a teacher learned to teach with and about unfamiliar (to her) media texts in her high school English classroom. This study also examined my role as the researcher/mentor in the teacher’s learning and development process. Through situated learning theories (Lave & Wenger, 1991) and discourse through identities (Gee, 2001; 2014a) theoretical frameworks, this study explored the ways the teacher accepted, resisted, and enacted her figured worlds and identities as an English teacher. Historically, texts in the English classroom consist of novels, poems, plays, and the occasional nonfiction book or essay, and English teacher education and development …

Contributors
Goff, Maria Hernandez, Marsh, Josephine P, Blasingame, James, et al.
Created Date
2017

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University. This action research project drew upon Vygotsky’s (1978) sociocultural theory and Bandura’s (1977) social cognitive theory. Specifically, the study was built on Vygotsky’s socially shared activities and Bandura’s concepts of modeling and providing opportunities to individuals …

Contributors
Thibault, Malissa, Buss, Ray R., Jimenez-Silva, Margarita, et al.
Created Date
2017

The purpose of this study was to investigate critical literacy practices in two prehistoric exhibits in a natural history museum. Bourdieu's habitus and Bakhtin's dialogism served as theoretical frames to collect and analyze data. Data were collected and triangulated using field notes, interview transcriptions, archives, and other data sources to critically scrutinize textual meaning and participant responses. Spradley's (1979) domain analysis was used to sort and categorize data in the early stage. Glaser and Strauss's (1967) constant comparative method was used to code data. My major findings were that museum texts within this context represent embedded beliefs and values that …

Contributors
Liang, Sheau-Yann, Mccarty, Teresa, Marsh, Josephine, et al.
Created Date
2013

An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has two phases. First, the intervention was conducted to determine the effectiveness of the KIA fitness segment intervention. Second, teachers' perceptions of both teaching HBK and the KIA fitness segments were investigated. Ten teacher participants were randomly assigned to the intervention or control group. Intervention teachers participated in professional development, provided …

Contributors
Hodges, Michael Gary, Kulinna, Pamela, Van Der Mars, Hans, et al.
Created Date
2013

ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality …

Contributors
Lucas, Miguel, Carlson, David L, Barnard, Wendy, et al.
Created Date
2014

In 1997, developmental biologist Michael Richardson compared his research team's embryo photographs to Ernst Haeckel's 1874 embryo drawings and called Haeckel's work noncredible.Science soon published <&ldquo;>Haeckel's Embryos: Fraud Rediscovered,<&rdquo;> and Richardson's comments further reinvigorated criticism of Haeckel by others with articles in The American Biology Teacher, <&ldquo;>Haeckel's Embryos and Evolution: Setting the Record Straight <&rdquo;> and the New York Times, <&ldquo;>Biology Text Illustrations more Fiction than Fact.<&rdquo;> Meanwhile, others emphatically stated that the goal of comparative embryology was not to resurrect Haeckel's work. At the center of the controversy was Haeckel's no-longer-accepted idea of recapitulation. Haeckel believed that the development …

Contributors
Wellner, Karen Linette, Maienschein, Jane, Ellison, Karin D., et al.
Created Date
2014

The non-profit National Board for Professional Teaching Standards (NBPTS) grew out of the belief that teachers were a key factor in improving student achievement and that the profession needed a way to recognize and reward exemplary classroom teachers. Over 100,000 teachers nationwide have achieved National Board Certification across all certificate areas, with approximately 1,800 of those in the area of Physical Education. Although National Board Certified Teachers (NBCTs) have been the subjects of several studies since the inception of NBPTS, very few have investigated the impact of National Board Certification (NBC) and Physical Education Teachers. This study examined the teaching …

Contributors
Houston, Jennifer Ellen, van der Mars, Hans, Kulinna, Pamela, et al.
Created Date
2014

Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative …

Contributors
McLean, Leigh, Connor, Carol M., Lemery, Kathryn, et al.
Created Date
2015

Within the past 10 years, there has been an increased interest in providing teachers with mindfulness training. This is due largely in part to the amount of stress that K-12 teachers report as a result of the profession and the research proposing that practicing mindfulness helps one cope with stress and offers the potential to promote one's well-being. This qualitative study explores the intersection of mindfulness and K-12 teaching. Four K-12 teachers who self-identified as mindfulness practitioners were interviewed, and their lived experiences as mindfulness practitioners and teachers are explored throughout this study. Through in-depth, phenomenologically-based interviews, the participants' life …

Contributors
Frias, Elizabeth Leigh, Fischman, Gustavo, Schugurensky, Daniel, et al.
Created Date
2015

This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. …

Contributors
Nichols, Laura Cary, Nakagawa, Kathryn, Enz, Billie, et al.
Created Date
2016

This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs. This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to …

Contributors
Olson-Stewart, Kelly, Rotheram-Fuller, Erin, Liou, Daniel, et al.
Created Date
2015

Undergraduate teacher preparation programs face scrutiny regarding pre-service teachers' preparation upon graduation. Specifically, scholars contend that teacher preparation programs do not adequately prepare pre-service teachers to plan for effective instruction. Situated in the Mary Lou Fulton Teachers College at Arizona State University, this action research study used the Theory of Pedagogical Content Knowledge to examine (a) how pre-service teachers developed unit planning practices using the Backward Design framework and (b) the pedagogical teaching practices used as they implemented the unit plan in the classroom. During the student teaching course, pre-service teachers received instruction on how to use the Backward Design …

Contributors
Boozer, April, Carlson, David, Barnard, Wendy, et al.
Created Date
2014

Mary Lou Fulton Teachers College at Arizona State University recently adopted a "technology infusion" approach to prepare teacher candidates (TC) to integrate technology into their instruction and meet the International Society for Technology in Education Standards for Teachers (ISTE Standards*T) by infusing technology integration approaches into methods courses. At the onset of the technology infusion approach, one important ISTE Standard-T was neglected in the curriculum--that is, digital citizenship (DC), i.e., the responsible, legal, and ethical use of technology. To address this problem of practice, a suite of teaching materials and support services was created, the Technology Infusion Support System (TISS), …

Contributors
Lindsey, LeeAnn, Buss, Ray R, Zucker, Stanley, et al.
Created Date
2015

With the unveiling of the National Educational Technology Plan 2010, both preservice and inservice K12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the National Education Technology Standards (NETS), "a standard of excellence and best practices in learning, teaching and leading with technology in education," into their curriculum (International Society for Technology in Education, 2012). As with most teaching skills, the NETS and standards-based technology integration must …

Contributors
Lewis, Carrie Lynn, Nelson, Brian, Archambault, Leanna, et al.
Created Date
2013

Past experiences influence how teachers identify as teachers, writers, and teachers of writing and impacts what they do in their classrooms, including their motivation and effectiveness in teaching writing. When teachers fail to identify as writers, they tend to spend less time teaching writing and may find it difficult to model a genuine passion and love for writing. Because of this, it is important to address the writing identities of preservice teachers before they enter their own classrooms. The purpose of this mixed methods study was to investigate and address preservice teachers' identities as teachers, writers, and teachers of writing …

Contributors
Hodgins, Ann Marie, Zambo, Debby, Hansen, Cory, et al.
Created Date
2014

This project draws on sociocognitive rhetoric to ask, How, in complex situations not of our making, do we determine what needs to be done and how to leverage available means for the health of our communities and institutions? The project pulls together rhetorical concepts of the stochastic arts (those that demand the most precise, careful planning in the least predictable places) and techne (problem-solving tools that transform limits and barriers into possibilities) to forward a stochastic techne that grounds contemplative social action at the intersection of invention and intervention and mastery and failure in real time, under constraints we can't …

Contributors
Clifton, Jennifer, Long, Elenore, Gee, James Paul, et al.
Created Date
2012