Welcome to the UA Campus Repository, a service of the University of Arizona Libraries. The repository shares, archives and preserves unique digital materials from faculty, staff, students and affiliated contributors. Contact us at repository@u.library.arizona.edu with any questions.

Featured submissions

July 2019

  • Theses and posters from College of Medicine - Phoenix graduates are now available in the repository. Visit the Scholarly Projects 2019 collection to view this year's submissions.

June 2019

  • Congratulations to Spring 2019 graduates from the Honors College. Honors College Theses from 250 graduates are now available in the repository.

May 2019

  • Sixteen titles from the UA Press Open Arizona collection are now available in the repository. The scholarship "emphasizes the relevance of the southwestern United States to understanding contemporary American life." You can read, browse, and download these books from both the Open Arizona website and from the Open Arizona collection in the repository.
  • Congratulations to Spring 2019 graduates in the Master of Landscape Architecture program. Their master's reports are now available in the repository.

April 2019

  • It May Take Faith: An Investigation of Teacher Persistent Agency in the Crushing Contexts

    Wood, Marcy B.; Carter, Katherine J.; McDonald, Amy Lynn; Clift, Renée T.; Turner, Erin E. (The University of Arizona., 2019)
    This study was an investigation of a collection of veteran secondary mathematics teachers’ storied experiences attempting to persist with agency through the most difficult contexts (crushing contexts) of their profession. Participants were recommended for the study by an administrator on account of their reputations as educators who consistently act in agentic ways focused on students. Ultimately, the objective of the project was to contribute new phenomenological understandings of teacher persistent agency to the field. Teacher persistent agency was broadly defined as human agency (as conceptualized by social cognitive theory) that is unrelenting and enduring (sustained over time and in a variety of contexts) and that explicitly attends to students. In other words, teachers with persistent agency were identified as having a regular practice of acting through any combination of personal, proxy, or collective efforts with a focus on students in any ways that involve intentionality, forethought, self-reactiveness, and self-reflectiveness. This study was situated within the two intersecting and intimately related bodies of literature addressing teacher agency and teacher resilience (and by extension the literature on teacher retention). Prior to this study, considerable scholarship existed related to the nature and worth of teacher persistent agency within these bodies of literature, even in the midst of adversity. This study was designed to build on that scholarship and to partially attend to two gaps within it. More specifically, it was an extension of the work of Sonia Nieto (2003, 2009, 2012, 2014, 2015), an answer to the calls of Jamie Huff Sisson (2016) and Albert Bandura (2016), and an attempt to utilize well-established narrative methods to specifically investigate largely unexplored contexts, identified as crushing contexts, particularly those that were event-based. Ultimately the argument was made that a new construct, teacher faith, a non-religious faith that parallels a Christian religious faith specifically comprised of five distinct components, may be useful in helping researchers make sense of teacher persistent agency, particularly in crushing contexts. In addition, a call was made for additional investigations using similar methods.
  • No Words (Yet): The Rights of Emerging/ Pre-Verbal Toddlers and Nonverbal Children to Participate in Their Own Care and Learning

    Reyes, Iliana; Lichtsinn, Jennifer Sue; Gaches, Sonya; Fletcher, Todd; Carter, Kathy (The University of Arizona., 2019)
    How do young children arrive at a sense of their rights? How can they use their emerging abilities as emerging pre-verbal and nonverbal children before they can speak? What are the strategies that a young child uses to participate in letting their opinions known before words? This qualitative study seeks to transform the lives and evoke the agency of these young children by recognizing and encouraging them to have their rights articulated. In this study, I spent time with a toddler, age thirteen to fourteen months, and with a seven-year-old nonverbal, multi-handicapped child. I observed and interviewed the parents of these children and wrote narratives about my experiences in these settings. I sought to describe the various way that these children chose to communicate, express opinions and make decisions being able to talk. I listened carefully for the ‘voiceless voice’ which emerged as these child ‘social actors’ moved toward verbal communication. The agency and voice of toddlers with emerging verbal abilities and clinically diagnosed nonverbal children can be viewed in the context of a child’s right to participate in their own care and learning. Young children and children with disabilities are frequently othered. Othered populations (Lahman, 2008) may be excluded from having valuable contributions to decisions about their lives, their care and learning. Ignoring a child’s right to be involved in their life is a dehumanizing approach which sees young children as somehow less. However, these very populations have been included in and granted rights by the United Nations Convention of the Rights of the Child (1989), ratified by most nations of the world. Children, including infants and those with very limited vocal abilities due to disabling conditions have the right to express their opinions and to make decisions about things in their lives that affect them. This kind of post modernistic approach sees these children as more and points to ways that young children’s emerging communicative attempts can be viewed, valued and utilized to improve their lives and the interactions with their parents, caregivers, and each other (Swadener, Lundy, Habashi, & Blanchet-Cohen, 2013). In seeing the value of the communication that children offer, we can allow children to lead their own care and learning along with their parents and family who can support that journey.
  • The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders

    Plante, Elena; Oglivie, Trianna; Alt, Mary; Fabiano-Smith, Leah; Nicol, Janet (The University of Arizona., 2019)
    Purpose: This study examined the effect of high- vs. low-exemplar variability practice in the treatment of functional speech sound disorders in children. Method: Sixteen children with dual diagnoses of functional speech sound disorders and developmental language disorder received treatment for their speech sound errors. Treatment targeted a singleton speech sound in word-initial position, five-days per week during a six-week summer language program. Half of the children practiced their speech sound target in 24 unique words (high-exemplar variability practice condition) and the other half practiced production of their speech sound target in six unique words repeated four times each (low-exemplar variability practice condition). Generalization probes were used to measure speech sound target learning. Results: Both the high-variability and low-variability conditions produced significant change in the children’s use of their speech sound target posttreatment. No statistical difference was found between conditions; however, the low-variability condition evidenced slightly larger gains. Conclusion: Differences in exemplar variability practice did not significantly influence treatment outcomes for children with functional speech sound disorders. Daily treatment sessions of short duration are a viable service-delivery model for the treatment of functional speech sound disorders.
  • Visual Attention to the Clinician's Face and Morpheme Acquisition during Conversational Recast Treatment

    Plante, Elena; Glickman, Alana; Kapa, Leah; Alt, Mary (The University of Arizona., 2019)
    Purpose. Enhanced Conversational Recast treatment is an input-based language therapy technique designed to help children with language disorders acquire missing grammatical morphemes in their speech. This version of conversational recast treatment requires clinicians to obtain the child’s attention before delivering each recast. This study examined the relationship between children’s looking behaviors in response to the clinician’s attentional cues and target morpheme acquisition. Method. Children received approximately 5 conversational recast treatment sessions per week for a total of 5 weeks. Progress was monitored through generalization probes assessing target morpheme use in untreated contexts. Video recordings of sessions were coded for children’s visual attention to their clinician’s face during the delivery of each treatment dose (i.e., recast). Reliability of coding was high. Results. Correlations between looking behaviors in response to attentional cues and performance on measures of generalization of morpheme use indicated a significant but negative association. Discussion. The results suggest that providing attentional cues prior to delivering treatment doses during conversational recast treatment may detract from the child’s attention to the relevant linguistic input, and decrease learning. Caution is warranted about this conclusion due to the possibility of clinician bias, and because coding from videos resulted in varying numbers of usable data points per session and per child.
  • Spanish with An Attitude:Critical Translingual Competence for Spanish Heritage Language Learners

    Carvalho, Ana M.; Gorman, Lillian; Herrera-Dulcet, Andrea; Duran, Leah (The University of Arizona., 2019)
    In the last two decades the field of Spanish heritage language education has been concerned with the reproduction of Standard Language Ideologies (henceforth: SLI) within the language classroom (Carvalho, 2012; Leeman, 2005; Martinez, 2003, Toribio & Duran; Leeman & Serafini, 2018). Scholarly works suggest that critical pedagogies that include sociolinguistic topics and examine them critically encourage critical translingual development (henceforth: CTC), which can equip SHLLs to identify SLI and ultimately challenge linguistic subordination. Yet, practitioners struggle to characterize such pedagogies and the field is in dire need of proposals than can systematically implement and assess sociolinguistically informed critical pedagogies (henceforth: SICP). The present dissertation comprises three correlated but independent studies that examine the implementation, assessment and long-term implications for SICP in the courses for Spanish heritage language learners. Qualitative and quantitative data includes instructor journals, anonymous online survey and over 12 hours of focus group interviews. Using Action Research methodology, statistical analysis, and Critical Discourse Analysis, the present study reports on (1) the creation of a SICP and (2) the impact of SICP in developing SHLLs’ CTC, (3) and whether SICP prepare students to challenge SLIs beyond the classroom walls. Mixed-methods analysis revealed that SICP can be included in existing curricula and that SHLLs welcome these approaches, especially as they encourage SHLL’s linguistic agency. Additionally, survey data supported that through SICP students developed CTC, a s well as shift positively their attitudes towards the home language. Finally, focus groups with students four to five months after the course underscored the long-term maintenance of CTC amongst SHLLS, as well as the creation of “language expert identities” that carry CTC from inside the classroom to the outside. In conclusion, this dissertation provides substantial contributions to the fields of Heritage Language Education, U.S. Spanish sociolinguistics, and Educational Linguistics by showcasing how to create and enact a SICP for heritage language learners, by establishing direct connections between SICP and the development of SHLLs’ CTC, as well as providing a quantitative tool to measure SHLLs’ CTC in any classroom setting. Finally, the present dissertation participates in scholarly conversations in the field by documenting the impact of SICP in fostering “language expert” identities that carry students’ CTC into to their communities, ultimately challenging SLI beyond the classroom.

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