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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.


An unrelenting need exists to improve literacy instruction in secondary schools in the United States. Reading scores, especially among minority and language minority students, as well as the economically disadvantaged, have not produced significant gains in recent years. The problem of low level reading skills in secondary grades is complicated to address, however, as many secondary teachers find themselves ill-equipped to deal with the challenges they face. Improving student achievement by integrating reading comprehension strategies into the freshman English curriculum was the ultimate goal of this innovation. A total of 15 freshman English language arts teachers and 30 freshman students …

Contributors
Williams, Jeffrey, Roe, Mary, Weber, Catherine, 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