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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.




Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy. …

Contributors
Gomez Gonzalez, Laura M., Jimenez-Silva, Margarita, Amrein-Beardsley, Audrey, et al.
Created Date
2016

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

This study reports on research that explores local manifestations of Arizona's English-only language education policy by investigating the experiences of selected English language learners (ELLs) with reclassification into mainstream classrooms and four of their classroom teachers. In this study, I employed ethnographic methods (participant observation, document collection, interviewing, and focus groups) to investigate what practices emerge after ELLs are reclassified as "Fluent English Proficient" (FEP) students and moved from "the four-hour English Language Development (ELD) block" into mainstream classrooms. With a focus on the perspectives and experiences of twelve 5th and 6th grade elementary school students and four of their …

Contributors
Fredricks, Daisy Ellen, Warriner, Doris S., Arias, M. Bea, et al.
Created Date
2013

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

This qualitative study explores the literacy development of adolescent ELLs in three middle school, Structured English Immersion (SEI) classrooms that implemented the four-hour, English Language Development (ELD), curriculum mandated by Arizona. The context of the study is set in two elementary school districts. Participants, three middle school teachers, were observed during four hours of ELD instruction within their English-only classrooms to examine literacy practices. Data were recorded using field note observations, semi-structured interviews, and artifact collection. During the year-long study, three main questions guided the design and implementation of the study: a) what kinds of literacy practices can be documented …

Contributors
Silva, Alexandria Terese, Arias, Beatriz M, Faltis, Christian, et al.
Created Date
2012

ABSTRACT A hallmark of Arizona schools is the choice of parents in program and school for their child under the Open Enrollment laws. Among the choices for parents at some schools is Dual Language education, a form of enrichment wherein students learn the content of the Arizona State Standards through the medium of their primary language and a second language. The schools of this study use English and Spanish as the two languages. After 13 years of existence, changes in enrollment patterns have been noticed. Some parents whose older children attended Dual Language classes have chosen to dis-enroll their families …

Contributors
Robert, Michael Anthony, Ovando, Carlos J, Fischman, Gustavo E, et al.
Created Date
2011