The purpose of this dissertation is to provide a posthuman perspective of adult second language and literacy learning using the philosophy of Gilles Deleuze and his collaborative work with Félix Guattari, Masny’s (2005/6) multiple literacies theory or MLT, and DeLanda’s (2016) assemblage theory. Thinking with these scholars, I employ a post-qualitative, posthuman MLT conceptual framework to study literacy as a process that flows through and connects with globally-diverse students, languages, worldviews, and texts in the assemblage of adult education, English for speakers of other languages (ESOL) classrooms. I posit this assemblage as a remarkable and important context for literacy research because of its heterogeneity and potential to produce creative expressions of multiple literacies. With the MLT framework, I explore expressions of multiple literacies as emergent multilingual subjectivities that deterritorialize commonsense worldviews about adult second language and literacy learning. I use observations and student work as data to map a posthuman perspective of adult education to address three research questions: (1) How might we use an MLT framework to explore multiple literacies in adult education ESOL classrooms? (2) With an MLT framework, how are multiple literacies expressed in adult education ESOL classrooms? (3) What are the benefits and implications of an MLT perspective for the field? This project offers a counter-story about the research context and problematizes qualitative inquiry by asking questions and raising problems that might otherwise be invisible. What emerges is a feminist practice of immanent ethics with important implications for the field of adult literacy and second language learning.

This I.R.B. approved study takes a look at the efficacy of small group workshops in the composition classroom and whether it is more beneficial for a student to remain in the same small groups between drafts, or whether it is better to change small groups and get a new set of eyes on a new draft. In my first-year English Composition course, ENG 103: Writing About Writing, I take a look at two different assignments, the Personal Narrative and the Research Paper, and how they changed over three drafts. Altering the group workshops for the first and second drafts, I administered surveys to scale how helpful the workshops were. To verify the results, I chose four different sets of essays to look at as case studies and break down how the drafts changed depending on the workshops. In the end, this study attempts to show how altering how small group workshops are run can be beneficial for the writer.

The population of English learners (ELs) is growing rapidly across the U.S. Concurrently, elementary students throughout the country are being required to produce more sophisticated writing products than ever before as a result of the heavy emphasis on writing instruction in the recently adopted Common Core State Standards. This qualitative study examined how to best support ELs as they develop as writers. It also addressed the strong need to investigate the impact of students discussing ideas with a partner throughout the writing process. In order to determine how ELs develop as writers, a multiple case study was conducted in a fourth-grade English as a Second Language (ESL) classroom. The ESL teacher used the “Thinking Maps” program to teach students to write opinion pieces. Part of the program included partner talk, in which the students conversed with a partner throughout the writing process. The study took place over a period of 6 weeks. During that time, I did twice-weekly observations, took field notes, collected samples of student work, audio recorded students as they participated in partner talk, and conducted interviews with the students and the teacher. In addition to an ongoing, reflective analysis of the field notes and audio files, the grounded theory approach was used for final data analysis. The data analysis and interpretation of the data reflects the constructs and theories that initially structured this study. A number of key elements emerged from the data analysis that indicated that important supports are needed in order for ELs to develop as writers of opinion pieces. These included the opportunity to work with a more knowledgeable other, communicating despite language barriers, utilizing the structure provided with Thinking Maps, a chance to participate in group discussions, and the opportunity to examine written models to use when writing their own opinion pieces.

In this session, the presenters will describe the results of three studies involving the use of technology and response prompting to teach children with MSD/ASD to write their opinions about text. Further, they will describe the technology used and how it may be applied to other skills.

Please join us for the keynote session to learn more about justifying inclusion for all students. The Philosophy of Least Dangerous Assumption, coupled with evidence-based practices, data collection, and data-based decision making, has provided a model for meaningful inclusion of students with a wide range of disabilities in the general education curriculum and classroom. New research on providing accessible grade aligned content has highlighted prior expectations which have shown that all too often an inadvertent glass ceiling has been placed on the achievement of students with disabilities. By promoting high expectations and the use of evidence-based practices, we can see how capable students with disabilities can truly be, as well as providing an opportunity to increase quality of life for all students.

In this session, the presenters will describe the results of three studies involving the use of technology and response prompting to teach children with MSD/ASD to write their opinions about text. Further, they will describe the technology used and how it may be applied to other skills. Learner Outcomes: (1) Participants will identify two software applications that can be used for teaching writing; (2) Participants will describe the intervention steps for teaching opinion writing to students with MSD/ASD; (3) Participants will cite limitations to using the presented procedures and describe potential improvements.

Leadership positions, whether as program coordinator, department chair, associate dean, or dean, are complex and filled with ambiguity. Leaders in varying leadership positions from four universities offer prospective and current academic leaders a forum to discuss skills and attributes needed to transition to leadership positions and become effectiveleaders.

Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students with disabilities. The impact of standards-based instruction on the adult lives of individuals with extensive support needs is yet to be seen, but increased academic opportunities will provide an increased level of skills over prior generations. One way educators can meet the unique individual needs of their students is to integrate transition skills and goals within academic instruction. This presentation will provide guidance to educators on how to ensure academic core content instruction is personally relevant for secondary students with extensive support needs in the areas of literacy, mathematics, and science.

Students with intellectual disabilities and autism have been underexposed to grade aligned English/Language Arts (ELA) content, including literacy. This session highlights research to guide participants’ practice in implementing meaningful grade aligned ELA content such as vocabulary, opinion writing, comprehension of fiction and nonfiction text, and student led research for students with low incidence disabilities. A presentation of evidence-based practices such as the use of technology, grade aligned adapted fiction and nonfiction text, and systematic instruction will be featured, as well as ways to promote personalized learning in the classroom.

No description available.