Matching Items (2)
Filtering by

Clear all filters

156324-Thumbnail Image.png
Description
This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’ knowledge of e-WPs in the context of multilingual First-Year Composition (FYC) classrooms. By drawing on Borg’s (2003) theory of teacher

This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’ knowledge of e-WPs in the context of multilingual First-Year Composition (FYC) classrooms. By drawing on Borg’s (2003) theory of teacher cognition and Crusan, Plakans, and Gebril’s (2016) definition of assessment literacy, I define L2 teachers’ writing assessment literacy as teachers’ knowledge, beliefs and practices of a particular assessment tool, affected by institutional factors. While teachers are the main practitioners who help students create e-WPs (Hilzensauer & Buchberger, 2009), studies on how teachers actually incorporate e-WPs in classes and what sources may influence teachers’ knowledge of e-WPs, are scant. To fill in this gap, I analyzed data from sixteen teachers’ semi-structured interviews. Course syllabi were also collected to triangulate the interview data. The interview results indicated that 37.5 % of the teachers use departmental e-WPs with the goal of guiding students throughout their writing process. 43.7 % of the teachers do not actively use e-WPs and have students upload their writing projects only to meet the writing program’s requirement at the end of the semester. The remaining 18.7 % use an alternative platform other than the departmental e-WP platform, throughout the semester. Sources influencing teachers’ e-WP knowledge included teachers’ educational and work experience, technical difficulties in the e-WP platform, writing program policies and student reactions. The analysis of the course syllabi confirmed the interview results. Based on the findings, I argue that situated in the context of classroom assessment, institutional factors plus teachers’ insufficient knowledge of e-WPs limit the way teachers communicate with students, whose reactions cause teachers to resist e-WPs. Conversely, teachers’ sufficient knowledge of e-WPs enables them to balance the pressure from the institutional factors, generating positive reactions from the students. Students’ positive reactions encourage teachers to accept the departmental e-WPs or use similar alternative e-WP platforms. Pedagogical implications, limitations of the study and suggestions for future research are reported to conclude the dissertation.
ContributorsWu, Tai-Min (Author) / Matsuda, Paul K (Thesis advisor) / James, Mark A (Committee member) / Smith, Bryan (Committee member) / Arizona State University (Publisher)
Created2018
Description

In the spring of 2016, the City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development in Apache Junction. Graduate students in the Urban and Environmental Planning program worked alongside City staff, elected officials and the

In the spring of 2016, the City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development in Apache Junction. Graduate students in the Urban and Environmental Planning program worked alongside City staff, elected officials and the public to identify opportunities and visions for:
       1. Multi-modal access and connectivity improvements for City streets and open space.
       2. Downtown development.
       3. A master-planned community on state land south of the U.S. 60.

The following sections of the report present Apache Junction’s unique characteristics, current resident demographics, development needs and implementation strategies for each project:
       1. Community Profile
       2. Trail Connectivity Master Plan
       3. Downtown Visioning
       4. State Land Visioning

The Trail Connectivity Master Plan optimizes existing trails and wide road shoulders to improve multi-modal connections across the city. The proposed connections emphasize access to important recreation, education and other community facilities for pedestrians, equestrians and bicycles. Trail and lane designs recommend vegetated buffers, wherever possible, to improve traveler safety and comfort. The proposals also increase residents’ interaction with open space along urban-rural trails and park linkages to preserve opportunities to engage with nature. The objectives of the report are accomplished through three goals: connectivity, safety improvements and open space preservation.

Downtown Visioning builds on a large body of conceptual design work for Apache Junction’s downtown area along Idaho Road and Apache Trail. This report identifies three goals: to establish a town center, to reestablish the grid systems while maintaining a view of the Superstition Mountains, and to create an identity and sense of place for the downtown.

State Land Visioning addresses a tract of land, approximately 25 square miles in area, south of the U.S. 60. The main objective is to facilitate growth and proper development in accordance with existing goals in Apache Junction’s General Plan. This is accomplished through three goals:
       1. Develop a foundation for the creation of an economic corridor along US-60 through
           preliminary market research and land use planning.
       2. Create multi-modal connections between existing development north of US-60 and
           future recreational space northeast of US-60.
       3. Maintain a large ratio of open space to developed area that encompasses existing
           washes and floodplains using a master planned community framework to provide an
           example for future land use planning.