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Description
In this study, I investigate how secondary reclassified ELLs use the Learning Management System Schoology in three secondary English classrooms. Particularly, I focus on the digital literacy practices reclassified ELLs use as they navigate Schoology to complete a multi-page research paper. In examining the digital literacy practices of secondary reclassified ELLs who have recently exited the language development program, I add to research in the fields of New Literacies and Multiliteracies, sociocultural approaches to learning, and identity studies.
In this qualitative study, I employed ethnographic techniques (i.e., data collection, participant observation, interviewing, and collection of archived material and digital artifacts stored in Schoology). I drew from communities of practice and identity frameworks to examine focal participants' literacy practices when participating in the online space of Schoology and provided screenshots to showcase this participation. I examined email exchanges that were co-created by teacher and student that demonstrated their reliance on a digital tool to continue the teaching and learning processes. I exhibit screenshots of focal participants' engagement with the revision process as they used Schoology’s and Microsoft Word's digital editing tools. Finally, I examined focal participants' participation in Schoology's online discussion forum to highlight how they revealed aspects of their identities and performed these identities in a mainstream-learning environment as well.
My analysis establishes that focal participants' access to an LMS like Schoology and other digital spaces (e.g., email) supports the language learning and literacy practices of reclassified ELLs. In addition, my analysis of focal participants' digital and communication practices shows that they contributed to their agency, positioned themselves as empowered and knowledgeable learners, and performed the role of "peer as mentor" when providing feedback to their peers. Finally, in my analysis of focal participants' inventories of digital literacy practices, I discovered that their engagement in Schoology for the purposes of learning and communication reinforced their language learning, both traditional and digital literacies, and overall academic achievement. Findings of this study emphasizes the importance of technology integration at the secondary level so that all students have equal access to digital and multimodal ways of learning in today's digital age.
In this qualitative study, I employed ethnographic techniques (i.e., data collection, participant observation, interviewing, and collection of archived material and digital artifacts stored in Schoology). I drew from communities of practice and identity frameworks to examine focal participants' literacy practices when participating in the online space of Schoology and provided screenshots to showcase this participation. I examined email exchanges that were co-created by teacher and student that demonstrated their reliance on a digital tool to continue the teaching and learning processes. I exhibit screenshots of focal participants' engagement with the revision process as they used Schoology’s and Microsoft Word's digital editing tools. Finally, I examined focal participants' participation in Schoology's online discussion forum to highlight how they revealed aspects of their identities and performed these identities in a mainstream-learning environment as well.
My analysis establishes that focal participants' access to an LMS like Schoology and other digital spaces (e.g., email) supports the language learning and literacy practices of reclassified ELLs. In addition, my analysis of focal participants' digital and communication practices shows that they contributed to their agency, positioned themselves as empowered and knowledgeable learners, and performed the role of "peer as mentor" when providing feedback to their peers. Finally, in my analysis of focal participants' inventories of digital literacy practices, I discovered that their engagement in Schoology for the purposes of learning and communication reinforced their language learning, both traditional and digital literacies, and overall academic achievement. Findings of this study emphasizes the importance of technology integration at the secondary level so that all students have equal access to digital and multimodal ways of learning in today's digital age.
ContributorsHurtado, Fernando (Author) / Warriner, Doris (Thesis advisor) / Gee, Elisabeth (Committee member) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study explores the relationships and implications of Foucault's genealogical analytic, his most recently published course, The Punitive Society and its connections to Discipline and Punish through an analysis of productive power, and the potential offerings for educational research. The purpose of this study is to clarify Foucault's genealogical approach in making it more accessible to educational researchers, to investigate the applications and significance of Foucault's most recently available lectures to education, and to analyze Foucault's reimagining of the notion of power as it is developed throughout the lectures and fully realized in Discipline and Punish to better develop an analytic lens from which to interrogate relations of power in pedagogical practices.
ContributorsSusser, Erica (Author) / Carlson, David L. (Thesis advisor) / Anderson, Kate (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2016
Description
In this mixed-methods study, I sought to design and develop a test delivery method to reduce linguistic bias in English-based mathematics tests. Guided by translanguaging, a recent linguistic theory recognizing the complexity of multilingualism, I designed a computer-based test delivery method allowing test-takers to toggle between English and their self-identified dominant language. This three-part study asks and answers research questions from all phases of the novel test delivery design. In the first phase, I conducted cognitive interviews with 11 Mandarin Chinese dominant speakers and 11 Spanish speaking dominant undergraduate students while taking a well-regarded calculus conceptual exam, the Precalculus Concept Assessment (PCA). In the second phase, I designed and developed the linguistically adaptive test (LAT) version of the PCA using the Concerto test delivery platform. In the third phase, I conducted a within-subjects random-assignment study of the efficacy the LAT. I also conducted in-depth interviews with a subset of the test-takers.
Nine items on the PCA revealed linguistic issues during the cognitive interviews demonstrating the need to improve the linguistic bias on the test items. Additionally, the newly developed LAT demonstrated evidence of reliability and validity. However, the large-scale efficacy study showed that the LAT did not appear to make a significant difference in scores for dominant speakers of Spanish or dominant speakers of Mandarin Chinese. This finding held true for overall test scores as well as at the item level indicating that the LAT test delivery system does not appear to reduce linguistic bias in testing.
Additionally, in-depth interviews revealed that many students felt that the linguistically adaptive test was either the same or essentially the same as the non-LAT version of the test. Some participants felt that the toggle button was not necessary if they could understand the mathematics item well enough. As one participant noted, “It's math, It's math. It doesn't matter if it's in English or in Spanish.” This dissertation concludes with a discussion about the implications for test developers and suggestions for future direction of study.
ContributorsClose, Kevin (Author) / Zheng, Yi (Thesis advisor) / Amrein-Beardsley, Audrey (Thesis advisor) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2021
Description
The notion of a teacher is an archaic, dynamic, and diverse concept that is embedded in and therefore revealed in the various complex and coexisting cultural and national contexts, ways of teaching and learning, and the entanglements with beings in multiple worlds. However, under the fundamental impacts of westernization, coloniality, and modernization in the Anthropocene, the concept of a teacher has been endowed with narrow colonial, human-centric, politicalized, as well as vocationalized and secularized connotations. It has been oversimplified to a profession, while other possible interpretations have been omitted and marginalized at the same time. My dissertation questions the implications of the gradual narrowing down of the concept over time and reexamines the concept of a teacher with the aim of ontologically broadening the scope of different connotations and embracing more diverse and inclusive forms as well as contexts of being a ‘teacher.’ In response, this dissertation traces the history, evolution, and cultural contexts of the notion of a teacher in ancient and modern China. It explores the concept of a teacher ontologically through multiple historical and theoretical frames, including decolonial theory in comparative education and several conceptual constructs in Taoism, Confucianism, and posthumanism. Guided by these frames, I introduce innovative (post)qualitative methodologies in data generation and collection, referring to collective re-membering activities, reanimating sense, and speculative fabulation experiences (Haraway, 2013) in terms of “teaching without words/actions,” “sitting and Wu,” and “Ge wu zhi zhi.” This dissertation is designed as a multi-scenario, multi-sense, and multispecies ethnography, and the fieldwork was conducted over three months of summertime in 2022 in a small town and a modern supercity in China. Using a diffractive analysis of memories, stories, and experiences with multiple participants, I attempt to broaden the concept of a teacher by presenting a variety of coexisting conceptualizations of the term and bringing into focus multiple ways of teaching, learning, and being a teacher.
ContributorsJiang, Jieyu (Author) / Silova, Iveta (Thesis advisor) / Goebel, Janna (Committee member) / Wu, Jinting (Committee member) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2023