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 email@example.com.
- 3 English
- 3 Public
- critical thinking
- 2 Elementary education
- 1 Cognitively Guided Instruction
- 1 Education
- 1 Mathematics education
- 1 Secondary education
- 1 Social sciences education
- 1 Socratic circles
- 1 argument and inquiry
- 1 historical thinking
- 1 images
- 1 intellectual standards
- 1 multiple solution strategies
- 1 problem-solving
- 1 reasoning
- 1 reflective journaling
- 1 student-centered dialogue
- 1 student-centered instruction
- 1 teacher-centered instruction
- 1 world history
Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the …
- Cleveland, Julie, Rotheram-Fuller, Erin, Dinn-You Liou, Daniel, et al.
- Created Date
ABSTRACT Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant …
- Shanahan, Catherine Mary, Rotheram-Fuller, Erin, Liou, Daniel, et al.
- Created Date
The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree and facilitates higher level questioning of teachers during their instructional dialogue with students. A mixed methods approach is being employed to see how the use of the CGI model of instruction impacts the math achievement of 2nd through 4th grade students on quarterly benchmark assessments …
- Medrano, Juan Candelario, Ann, Keith, David, Carlson L, et al.
- Created Date