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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 2019


In 2010, the Arizona Legislature established a performance-based diploma initiative known as Move On When Ready (MOWR). The policy relies on an education model designed to evaluate students' college and career readiness by measuring their academic ability to succeed in the first credit-bearing course in community college. Move On When Ready is a structurally oriented, qualification system that attempts to attain a relatively narrow goal: increase the number of students able to successfully perform at a college-level academic standard. By relying on a set of benchmarked assessments to measure success and failure, MOWR propagates a categorical binary. The binary establishes …

Contributors
Silver, Michael Greg, Berliner, David C, Fischman, Gustavo, et al.
Created Date
2015

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

Assessment practices in U.S. schools have become a greatly debated topic since the passage of the No Child Left Behind Act of 2002. In response to these new guidelines, schools and teachers have made adjustments in the ways they implement assessment practice and utilize assessment data -- ultimately impacting the lives of students and their educational outcomes. Using elements of Bourdieu's Theory of Practice as a lens to consider both context and implications of assessment practices within this new legislative era, a case study is focused on the lives of teachers and students within a single U.S. middle school. This …

Contributors
Broberg, Gregory, Jurik, Nancy, Cavender, Gray, et al.
Created Date
2015

This is a qualitative case study using ethnographic methods of how one school community has been able to negotiate Arizona's restrictive English only language policies. Drawing from classroom and school-wide observations, extensive interviews, and document collection, this case study explores three key questions in relation to this school's negotiation process: 1) What characterizes the curriculum for English learners (ELs) and bilingual students at the case study school? 2) How do key actors, processes, and cultural practices at the case study school support the negotiation of Proposition 203 and House Bill 2064? and 3) What are the perspectives of key school …

Contributors
Newcomer, Sarah Nelle, Matsuda, Aya, Mccarty, Teresa L., et al.
Created Date
2012

Teacher evaluation policies have recently shifted in the United States. For the first time in history, many states, districts, and administrators are now required to evaluate teachers by methods that are up to 50% based on their "value-added," as demonstrated at the classroom-level by growth on student achievement data over time. Other related instruments and methods, such as classroom observations and rubrics, have also become common practices in teacher evaluation systems. Such methods are consistent with the neoliberal discourse that has dominated the social and political sphere for the past three decades. Employing a discourse analytic approach that called upon …

Contributors
Holloway-Libell, Jessica, Amrein-Beardsley, Audrey, Anderson, Kate T., et al.
Created Date
2014

The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect …

Contributors
Im, Haesung, Nakagawa, Kathryn, Thompson, Marilyn, et al.
Created Date
2015

This study describes how the concept of “community” is framed in traditional public and charter high school guiding statements and interviews with school leaders. Guiding statements from public high schools in Arizona were analyzed and interviews were conducted with principals from traditional public schools and charter school principals. The findings suggested similarities between traditional public high schools and charter high schools in their framing of the concept of community, suggesting that schools are loosely coupled to state and federal education departments in particular, and to varying degrees at the district level: The guiding statements and high school leaders generally distinguished …

Contributors
Schreiber, Constantin, Fischman, Gustavo, Anderson, Kathrine, et al.
Created Date
2018

Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported …

Contributors
Fizer, Gregory A., Gee, Elisabeth, Metcalf, Laura, et al.
Created Date
2019

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

The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that …

Contributors
Wigner, Aubrey Anton, Lande, Micah, Allenby, Braden, et al.
Created Date
2017

This dissertation is based on an empirical study that focused on student reenrollment, an essential but largely overlooked element of school choice policies. Based on the school choice literature, I extended the hypothesis of parental charter school choice to the subject of reenrollment. In doing so, I referred jointly to theories from the fields of public choice and business, in order to better understand student reenrollment in a maturing education market. By tracking student enrollment records over multiples years and linking them to school attributes (socio-economic status, racial/ethnic composition of the student body, school quality label), student demographics, and student …

Contributors
Dong, Haiying, Garcia, David R, Powers, Jeanne, et al.
Created Date
2012

ABSTRACT This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students …

Contributors
Cowell, Amber, Anokye, Duku, Keahey, Jennifer, et al.
Created Date
2018

The quality and quantity of talented members of the US STEM workforce has been a subject of great interest to policy and decision makers for the past 40 years. Recent research indicates that while there exist specific shortages in specific disciplines and areas of expertise in the private sector and the federal government, there is no noticeable shortage in any STEM academic discipline, but rather a surplus of PhDs vying for increasingly scarce tenure track positions. Despite the seeming availability of industry and private sector jobs, recent PhDs still struggle to find employment in those areas. I argue that the …

Contributors
Garbee, Elizabeth, Maynard, Andrew D, Wetmore, Jameson, et al.
Created Date
2018

Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, …

Contributors
Cisneros, Jesus, Ott, Molly, Fischman, Gustavo, et al.
Created Date
2015

Human experience exists within space; it is the studio for the stories of our lives. Bounded by time, location and personal experience we assign our own meanings and feelings to them, and they become personal, symbolic places: some are unique to us, imagined places where we act out stories or dreams; most are part of the natural world. Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be. This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, …

Contributors
van Walsum, Joyce I., Margolis, Eric M., Moore, Elsie, et al.
Created Date
2014

This qualitative study investigates the experiences of ten focal youth who came to the United States as refugees and were placed in Structured English Immersion (SEI) programs in Arizona high schools. The educational language policy for Arizona’s public schools (during the 2014-2015 school year) mandates SEI include four 60-minute classroom periods devoted to reading, writing, grammar, oral English exclusively. Students in SEI thus have restricted access to the full-range of general education courses required for graduation, as well as limited opportunities for social interaction with peers enrolled in the “mainstream” curriculum. The study investigates how youth understand and navigate the …

Contributors
Corley, Kathleen Mary, McCarty, Teresa L., Swadener, Elizabeth B., et al.
Created Date
2016

The passing of anti-immigrant legislation in the state of Arizona over the last decade has exacerbated an already oppressive system perpetuated by globalization and its byproducts, neoliberalism and neoconservativism. The social justice activist educators who live and work with the children and families most affected by these laws and policies must learn to navigate these controls if they hope to sustain their work. I have drawn from Freire's work surrounding the theories of praxis and conscientization to explain the motivation of these teachers, and the sociological theory of Communities of Practice (Lave & Wenger, 1991; Wenger, 1998; & Wenger, McDermott, …

Contributors
Eversman, Kimberly Ann, Swadener, Elizabeth, Sandlin, Jennifer, et al.
Created Date
2013

In their criticism of various approaches to upbringing and related American family law jurisprudence, liberal theorists tend to underweight the interests of parents in directing the development of children’s values. Considered through the lens of T.M. Scanlon’s contractualism, providing a good upbringing is not a matter of identifying children’s “best interests” or acting in accordance with overriding end-state principles. Rather, children should be raised in accordance with principles for the general regulation of behavior that no one could reasonably reject as a basis for informed, unforced general agreement. The process of ascertaining such principles requires an understanding of relevant values; …

Contributors
Pike, Kenneth, de Marneffe, Peter, Calhoun, Cheshire, et al.
Created Date
2019

In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision–making for a sample of students enrolled full–time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for …

Contributors
Schrein, Caitlin Maureen, Toon, Richard, Johanson, Donald, et al.
Created Date
2014

The purpose of this study was to determine Maricopa County high school teachers' perspectives on educational policy rhetoric messages. The current time and setting among Arizona high school educators provide a unique opportunity to gain the perspective of those who will be implementing the reform and held accountable for subsequent student performance before the reform takes effect and while the policy talk that precedes reform efforts is at its peak. The questions that this study sought to answer were the following: 1. What are Maricopa County High School teachers' perceptions of policy talk regarding Common Core Standards Initiative (CCSSI) and …

Contributors
Wattawa, Teresa, Garcia, David R, Merrill, Bruce, et al.
Created Date
2014