ASU Electronic Theses and Dissertations

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Date Range
2011 2017

ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB through Arizona's Instrument to Measure Standards (AIMS). Expectations were established for all students, varying by group of students based on grade, special education status, free/reduced lunch status, and English Language Learner (ELL) status. AIMS performance for subgroups has been scrutinized, due to the high stakes for schools and districts to meet expectations. This study is interested in the performance of ELL students, when compared with non-ELL students. The current study investigated AIMS performance of students ...

Contributors
Chebultz, Lance, Appleton, Nicholas, Tighe, Paul, et al.
Created Date
2012

This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio- cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and ...

Contributors
Lippincott, Dianna Gehrdes, Puckett, Kathleen, Kleinsasser, Robert, et al.
Created Date
2017

This study investigated the limitations of Navajo language teaching in Navajo Head Start immersion centers. The research questions asked what did Head Start teachers perceive as barriers to Navajo children successfully learning the Navajo language, what skills and knowledge did Head Start teachers have that were relevant to teach Head Start children the Navajo language, what Head Start teachers perceived as their strengths and weaknesses of the language immersion program, and what program and instructional qualities promoted and restricted the success of the language program? Two males and six females who resided in the western part of the Navajo Nation ...

Contributors
Clauschee, Jefferson, Appleton, Nicholas, Spencer, Dee, et al.
Created Date
2015

Studies in Second Language Acquisition and Neurolinguistics have argued that adult learners when dealing with certain phonological features of L2, such as segmental and suprasegmental ones, face problems of articulatory placement (Esling, 2006; Abercrombie, 1967) and somatosensory stimulation (Guenther, Ghosh, & Tourville, 2006; Waldron, 2010). These studies have argued that adult phonological acquisition is a complex matter that needs to be informed by a specialized sensorimotor theory of speech acquisition. They further suggested that traditional pronunciation pedagogy needs to be enhanced by an approach to learning offering learners fundamental and practical sensorimotor tools to advance the quality of L2 speech ...

Contributors
Lima, Alberto, Pruitt, Kathryn, Van Gelderen, Elly, et al.
Created Date
2015

The study develops a better understanding of what is valued in L2 academic writing in IEP and FYC programs through a comparative case study approach, identifying the assumptions and underlying values of program directors and instructors in both types of instructional settings. The goal of the study is to understand more about second language writing pedagogy for international students in these programs, as well as to provide university administrators with a better understanding of how to improve writing instruction for multilingual students, who have become a key part of the U.S. higher education mission. Data include program-level mission statements, course ...

Contributors
Hammill, Matthew Joseph, Matsuda, Paul Kei, James, Mark A, et al.
Created Date
2014

ABSTRACT This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external ...

Contributors
Hahne, Connie, Jordan, Michelle, Carlson, David Lee, et al.
Created Date
2017

The goal of this research was to understand the different kinds of learning that take place in Mod The Sims (MTS), an online Sims gaming community. The study aimed to explore users' experiences and to understand learning practices that are not commonly observed in formal educational settings. To achieve this goal, the researcher conducted a four-year virtual ethnographic study that followed guidelines set forth in Hine (2000). After Hine, the study focused on understanding the complexity of the relationships between technology and social interactions among people, with a particular emphasis on investigating how participants shaped both the culture and structure ...

Contributors
Lee, Yoonhee, Hayes, Elisabeth, Gee, James, et al.
Created Date
2012

This project offers an exploration of the constitution of English language learners (ELLs) in the state of Arizona as subjects of government through the discursive rationalities of rule that unfolded alongside the Flores v. Arizona case. The artifacts under consideration span the 22 years (1992-2014) of Flores' existence so far. These artifacts include published academic scholarship; Arizona's legislative documents and floor debate audio and video; court summaries, hearings, and decisions; and public opinion texts found in newspapers and online, all of which were produced in response to Flores. These artifacts lay bare but some of the discursive rationalities that have ...

Contributors
Thomas, Melinda Arlene Hollis, Carlson, David Lee, Malewski, Erik, et al.
Created Date
2014

Using a sociocultural framework, this dissertation investigated the writing processes of 31 ESL learners in an EAP context at a large North American university. The qualitative case study involved one of the four major writing assignments in a required first-year composition course for ESL students. Data were collected from four different sources: (a) A semi-structured interview with each participant, (b) process logs kept by participants for the entire duration of the writing assignment, (c) classroom observation notes, and (d) class materials. Findings that emerged through analyses of activity systems, an analytical framework within Vygotskian activity theory, indicate that L2 writers ...

Contributors
Bhowmik, Subrata Kumar, Adams, Karen L, James, Mark A, et al.
Created Date
2012

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 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.