Over the past few weeks, I have been trying my very best to get "ahead of the game" and pump out the majority of my WSCU coursework and many of the steps of writing the Critical Analysis of Research Paper (CARP), my Master's Thesis, by the end of March. Currently, I am 38 1/2 weeks pregnant with a baby due on April 5th. This challenge of finishing my coursework by the end of March that I have put myself up to has presented multiple obstacles for me along the way, including being overly tired, multi-tasking, working ahead, and feeling (at times) a little overwhelmed and not knowing if I am even capable of finishing what I feel that I need to and by when.
Today, is the first day in this process in which I really do feel like I CAN DO IT! Although I am still in the process of fixing and making changes to my drafts of Chapters 1 - 5, I finally believe that I can see the light at the end of the tunnel. I have received news that the content in my chapters is good, and that means that minor (though they may be time-consuming) changes are all that's left in the process of finishing this chapter in my life.
I am currently working on my thesis abstract, the list of figures used, and the appendix (whatever this may be???)… Once these are finished, it is just a matter of putting all the pieces of the puzzle together and finalizing my final combined submission of my studies and practices for the last 8 months.
We're getting there people! We're getting there! :)
Tuesday, March 17, 2015
Monday, February 9, 2015
Update on Research...
I am to the point now that I feel comfortable stopping
my research because I have a plethora of sources that I have utilized in my
Outline/Draft of Chapter 2. I have accumulated, over the last 6 months or so,
over 30 pieces of reference which I am been able to utilize in support of my
personal research topic, all of which are included within my submitted Chapter
2 Outline/Draft. I feel that I have collected a wide variety of pieces of data
from both national and international sources, and I finally feel ready to
conclude and wrap up the majority of this particular aspect in my thesis’/master’s
program’s journey.
“Culture, Motivation, and Reading Achievement: High School Students in 41 Countries” (Chiu & Chow)
Article Title:
“Culture, Motivation, and Reading Achievement: High School Students in 41 Countries”
Authors:
Ming Ming Chiu & Bonnie Wing Yin Chow
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-08882-001&site=eds-live
APA Citation:
Chiu, M. M., & Chow, B. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning And Individual Differences, 20(6), 579-592. doi:10.1016/j.lindif.2010.03.007
Summary:
This was an interesting article about a massive study concerning how both the cultural values and family cultural capital is linked to student/adolescent motivation and reading achievement. It is spot on concerning the topic of my own personal research study, but included far more in-depth analysis and details than I particularly needed for the purposes of my master’s thesis. It does a great job of analyzing almost 200,000 fifteen-year-old students from all around the world, examining various factors exhibiting an effect on overall reading achievement. This article included breakdown between males and females, as well as family support. All in all, this study supports the ideas that both culture and family are highly linked to student achievement and performance in reading, all around the world. Additionally, it concludes that there is a major clash between genders, highlighting the increasing achievement gap between the two groups. This study went more in-depth than I needed when looking at family support/influence as extrinsic motivators towards achievement and performance in reading.
“Culture, Motivation, and Reading Achievement: High School Students in 41 Countries”
Authors:
Ming Ming Chiu & Bonnie Wing Yin Chow
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-08882-001&site=eds-live
APA Citation:
Chiu, M. M., & Chow, B. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning And Individual Differences, 20(6), 579-592. doi:10.1016/j.lindif.2010.03.007
Summary:
This was an interesting article about a massive study concerning how both the cultural values and family cultural capital is linked to student/adolescent motivation and reading achievement. It is spot on concerning the topic of my own personal research study, but included far more in-depth analysis and details than I particularly needed for the purposes of my master’s thesis. It does a great job of analyzing almost 200,000 fifteen-year-old students from all around the world, examining various factors exhibiting an effect on overall reading achievement. This article included breakdown between males and females, as well as family support. All in all, this study supports the ideas that both culture and family are highly linked to student achievement and performance in reading, all around the world. Additionally, it concludes that there is a major clash between genders, highlighting the increasing achievement gap between the two groups. This study went more in-depth than I needed when looking at family support/influence as extrinsic motivators towards achievement and performance in reading.
Wednesday, January 14, 2015
Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms
Article Tite:
"Principles and Practices for
Building Academic Self-Efficacy in
Middle Grades Language Arts
Classrooms"
Authors:
Authors:
Erin McTigue and Jeffrey Lieu
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=59529952&site=eds-live
APA Citation (taken from WSCU Library Website):
McTigue, E., & Liew, J. (2011). Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms. Clearing House, 84(3), 114. doi:10.1080/00098655.2010.543191
Summary:
This is a short, but interesting article about promotion both self-efficacy AND self-esteem within quality instruction in the middle school language arts classroom. It briefly describes a multitude of reasons for why middle school students generally struggle with both, and the majority of the article focuses on what the teacher can do to positively affect and promote progressive changes in self-efficacy and/or self-esteem in order for students to be more successful in the language arts classroom. There are six major focuses that the article identifies as things that within the teacher's control in order to promote self-efficacy (the primary focus of the article):
I am really fond of this particular article for two reasons: the first is that it primarily focuses on WHAT teachers can actively (and seamlessly) do within their regular classrooms to promote self-efficacy and increased internal motivation of students; secondly, the article boasts a wide variety of references in which I am able to continue and further my research.
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=59529952&site=eds-live
APA Citation (taken from WSCU Library Website):
McTigue, E., & Liew, J. (2011). Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms. Clearing House, 84(3), 114. doi:10.1080/00098655.2010.543191
Summary:
This is a short, but interesting article about promotion both self-efficacy AND self-esteem within quality instruction in the middle school language arts classroom. It briefly describes a multitude of reasons for why middle school students generally struggle with both, and the majority of the article focuses on what the teacher can do to positively affect and promote progressive changes in self-efficacy and/or self-esteem in order for students to be more successful in the language arts classroom. There are six major focuses that the article identifies as things that within the teacher's control in order to promote self-efficacy (the primary focus of the article):
-
Creating a safe and democratic classroom environ-
ment
-
Integrating social and emotional learning into literacy
assignments
-
Monitoring and assessing students’ academic self-
efficacy
-
Modeling self-efficacy within academic learning
-
Providing effective feedback
-
Facilitating self-evaluation and goal-setting
Monday, December 1, 2014
"The ABCs of Motivation An Alternative Framework for Teaching Preservice Teachers about Motivation"
Article Title:
"The ABCs of Motivation
"The ABCs of Motivation
An Alternative Framework for
Teaching Preservice Teachers about Motivation"
Authors:
LYNLEY H. ANDERMAN and VALERIE S. LEAKE
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx direct=true&db=eric&AN=EJ725107&site=eds-live
APA Citation (from WSCU Online Library):
Anderman, L. H., & Leake, V. S. (2005). The ABCs of Motivation: An Alternative Framework for Teaching Preservice Teachers about Motivation. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 78(5), 192.
Summary:
This article's main idea is centered around the concept of how teachers establish, encourage, and maintain a student's sense of motivation. While motivation can be both extrinsic (outside influence) and intrinsic (internal influence), this article centers on the social and cognitive influences that affect both the extrinsic and intrinsic motivation that compels a student to want to do well in their schoolwork. This article was created especially for those who are going into the field of education, but I feel that it could apply to all generations of educators who are willing to make changes to the way that they are teaching or creating a learning environment within their classroom. The article's purpose is to educate teachers on HOW best to organize material for the intent of adhering to the psychological needs of the students and how it will best influence their intrinsic desire/motivation to engage with the material being presented. This "new" organizational style is based on three fundamental human needs: autonomy, belonging, and competence. The first, the need for autonomy is essentially centered on the idea of personal control, such as student choice. The need for belonging is the second principal, and this concept plainly states that a student needs to feel welcomed and safe within the environment, able to express their ideas and opinions without major rejection. The third, and final, need is the need for competence. The need for competence is solely based on the idea that the student can be successful and knows exactly how to improve, provided they are given individualized goals and the specific feedback they need from their peers and teacher.
Authors:
LYNLEY H. ANDERMAN and VALERIE S. LEAKE
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx direct=true&db=eric&AN=EJ725107&site=eds-live
APA Citation (from WSCU Online Library):
Anderman, L. H., & Leake, V. S. (2005). The ABCs of Motivation: An Alternative Framework for Teaching Preservice Teachers about Motivation. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 78(5), 192.
Summary:
This article's main idea is centered around the concept of how teachers establish, encourage, and maintain a student's sense of motivation. While motivation can be both extrinsic (outside influence) and intrinsic (internal influence), this article centers on the social and cognitive influences that affect both the extrinsic and intrinsic motivation that compels a student to want to do well in their schoolwork. This article was created especially for those who are going into the field of education, but I feel that it could apply to all generations of educators who are willing to make changes to the way that they are teaching or creating a learning environment within their classroom. The article's purpose is to educate teachers on HOW best to organize material for the intent of adhering to the psychological needs of the students and how it will best influence their intrinsic desire/motivation to engage with the material being presented. This "new" organizational style is based on three fundamental human needs: autonomy, belonging, and competence. The first, the need for autonomy is essentially centered on the idea of personal control, such as student choice. The need for belonging is the second principal, and this concept plainly states that a student needs to feel welcomed and safe within the environment, able to express their ideas and opinions without major rejection. The third, and final, need is the need for competence. The need for competence is solely based on the idea that the student can be successful and knows exactly how to improve, provided they are given individualized goals and the specific feedback they need from their peers and teacher.
"FACTORS AFFECTING MIDDLE SCHOOL STUDENTS’ READING MOTIVATION IN TAIWAN"
Article Title:
"FACTORS AFFECTING MIDDLE SCHOOL STUDENTS’ READING MOTIVATION IN TAIWAN"
Author:
SUHUA HUANG
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1004755&site=eds-live
APA Citation (From WSCU Online Library):
Huang, S. (2013). Factors Affecting Middle School Students' Reading Motivation in Taiwan. Reading Psychology, 34(2), 148-181.
Summary:
This was a very interesting article to read. It clearly points out that although the problem with middle school aged students becoming less and less motivated in their academic work is a world issue, affecting students regardless of race, gender, status class, or country of origin, motivational factors for various types of individual students can vary widely. Comparing Western culture to Eastern culture was also a major theme in this particular essay, because it also states that there has been much research conducted in the Western culture around the idea of motivational factors, but those cannot necessarily be applied to students in the Eastern culture as their environment and other cultural living conditions vary from those who are in a Western culture. This article was interesting to read because the study focussed mainly on the Eastern culture and its motivational affects on the middle school student, both intrinsic and extrinsic. There were several similarities when analyzing the comparison between Western and Eastern cultures, but there were also some differences as well.
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1004755&site=eds-live
APA Citation (From WSCU Online Library):
Huang, S. (2013). Factors Affecting Middle School Students' Reading Motivation in Taiwan. Reading Psychology, 34(2), 148-181.
Summary:
This was a very interesting article to read. It clearly points out that although the problem with middle school aged students becoming less and less motivated in their academic work is a world issue, affecting students regardless of race, gender, status class, or country of origin, motivational factors for various types of individual students can vary widely. Comparing Western culture to Eastern culture was also a major theme in this particular essay, because it also states that there has been much research conducted in the Western culture around the idea of motivational factors, but those cannot necessarily be applied to students in the Eastern culture as their environment and other cultural living conditions vary from those who are in a Western culture. This article was interesting to read because the study focussed mainly on the Eastern culture and its motivational affects on the middle school student, both intrinsic and extrinsic. There were several similarities when analyzing the comparison between Western and Eastern cultures, but there were also some differences as well.
Sunday, November 30, 2014
"RESPONDING TO BOY READERS A Closer Look at the Role of the Teacher in Dialogue Journals"
Article Title:
"RESPONDING TO BOY READERS
A Closer Look at the Role of the Teacher in Dialogue Journals"
Author:
Donna E. Werderich
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55006816&site=eds-live
APA Citation (from WSCU Online Library):
Werderich, D. E. (2010). RESPONDING TO BOY READERS A Closer Look at the Role of the Teacher in Dialogue Journals. Middle Grades Research Journal, 5(2), 91-106.
Summary:
This article revolves around two main concepts: the importance of student response to literature and (additionally) the teacher response and interactive discourse with the student about the material being read and the student's responses to that material. This particular study determines that the educator/teacher plays a total of four different roles as he/she responds to the student's writings. First, the teacher must play the role of a "Reader", or one who models the positive interactions associated with reading, including their own independent reading and responses to reading. Secondly, the teacher plays the role of a "Responder." When a teacher plays this particular role, he/she joins the conversation about the reading (when written or verbal) as a learner, contrary to their "normal" role; they are there to listen to the students and their personal responses to the reading from their own point of view. A third role that a teacher must play is as a "Facilitator"; this particular role is when the teacher needs to facilitate the discussion about literature whether it be in the written form (as in responding in written form to student's journals - a conversation, similar to having a penal, talking about a book or in the verbal form (in a one-on-one conversation or group discussion). The last and final role that a teacher plays is the "Encourager". In this role, a teacher provides encouraging reposes and remarks whether they be in written or verbal form; this is essential to motivate independent readers to be successful.
Author:
Donna E. Werderich
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55006816&site=eds-live
APA Citation (from WSCU Online Library):
Werderich, D. E. (2010). RESPONDING TO BOY READERS A Closer Look at the Role of the Teacher in Dialogue Journals. Middle Grades Research Journal, 5(2), 91-106.
Summary:
This article revolves around two main concepts: the importance of student response to literature and (additionally) the teacher response and interactive discourse with the student about the material being read and the student's responses to that material. This particular study determines that the educator/teacher plays a total of four different roles as he/she responds to the student's writings. First, the teacher must play the role of a "Reader", or one who models the positive interactions associated with reading, including their own independent reading and responses to reading. Secondly, the teacher plays the role of a "Responder." When a teacher plays this particular role, he/she joins the conversation about the reading (when written or verbal) as a learner, contrary to their "normal" role; they are there to listen to the students and their personal responses to the reading from their own point of view. A third role that a teacher must play is as a "Facilitator"; this particular role is when the teacher needs to facilitate the discussion about literature whether it be in the written form (as in responding in written form to student's journals - a conversation, similar to having a penal, talking about a book or in the verbal form (in a one-on-one conversation or group discussion). The last and final role that a teacher plays is the "Encourager". In this role, a teacher provides encouraging reposes and remarks whether they be in written or verbal form; this is essential to motivate independent readers to be successful.
"Five Readers Browsing: The Reading Interests of Talented Middle School Boys"
Article Title:
"Five Readers Browsing: The Reading Interests of Talented Middle School Boys"
Author:
Sean Cavazos-Kottke
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ743125&site=eds-live
APA Citation (from WSCU Online Library):
Cavazos-Kottke, S. (2006). Five Readers Browsing: The Reading Interests of Talented Middle School Boys. Gifted Child Quarterly, 50(2), 132-147.
Summary:
This article is a study administered to five different middle school leveled, gifted/talented male readers. The study is again, promoting the power and influence of student self-choice and honoring those choices within the curriculum of the school to empower intrinsic motivation to read; it follows, interviews, and analyzes the findings of the five different boys' various choices of novels during a trip to a bookstore. The research study, again, proved that popular fiction was the top choice among the middle school leveled boy. Overall, this study was to enlighten educators on the interests of middle school boys reading choices, when given opportunity to chose their novel selection. Additionally, the study explains and encourages educators/teachers to allow students to self-select what they read, incorporate the independent reading choices into an interpersonal discourse within the classroom environment, and honor the wide variety of student interests within the student pool.
Update on Research #2
Over the past several months, I feel that I have been doing a pretty good job at researching and creating a collection of information and resources that are tied to my particular research topic: intrinsically motivating middle school boys in their reading classes. I have found a multitude of sources that speak on the reading performance gap between boys and girls; I have also found thousands of pieces that will state "YES! This is a problem", but I have a difficulty trying to find any information on how to really solve or curb this issue from continuing to worsen over time. One would think that with such a major issue around the globe that there would be more information available, but I am really struggling to gather much information on the solution side of the equation versus the problem side. Additionally, I feel restricted as we have already submitted our HRC Proposals and will be unable to change much of our future processes in instruction to those who will be participation in our Action Research in the next upcoming months. For instance, I found a great article on incorporating the use of Multiple Intelligences, but I am pretty sure that I am unable to adjust what I had originally planned out and explained in my HRC Proposal. I was under the assumption that we were not allowed to make ANY changes, and this has me a little worried when it comes to gathering information and relaying that information in a 25-40 page piece of writing, explaining my findings.
Additionally, I have not been as diligent in the detailing of my research as I had originally planned when I started the blog. As stated earlier, I feel that I have been able to collect a fair amount of research, but the summarizing and uploading of links to my blog has not been as much of a priority throughout my research process as it may have needed to be. I have only completed a portion of what I have ought to by this point in time, and realize that I need to start demonstrating that I have been completing my research as assigned in the class expectations. Although I have been reading and collecting and collecting and reading, there has been little demonstration on my part (uploading to the blog).
Additionally, I have not been as diligent in the detailing of my research as I had originally planned when I started the blog. As stated earlier, I feel that I have been able to collect a fair amount of research, but the summarizing and uploading of links to my blog has not been as much of a priority throughout my research process as it may have needed to be. I have only completed a portion of what I have ought to by this point in time, and realize that I need to start demonstrating that I have been completing my research as assigned in the class expectations. Although I have been reading and collecting and collecting and reading, there has been little demonstration on my part (uploading to the blog).
Tuesday, September 30, 2014
"Examining the Effects of a School-Wide Reading Culture
on the Engagement of Middle School Students"
by: Erika Daniels & Michael Steres
(2011)
Permalink:
https://ezproxy.western.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ951779&site=eds-live
APA Citation (from WSCU library website):
Daniels, E., & Steres, M.
(2011). Examining the Effects of a School-Wide Reading Culture on the
Engagement of Middle School Students. RMLE Online: Research In Middle
Level Education, 35(2), 1-13.
Summary:
This article is about how
one school decided to make some changes to their focus for a school year.
With new administration, come new changes, and Parkdale Middle School, a
public school in California, did just that. The brand new principal decided
that the school’s most immediate and significant priority was to implement a
school-wide reading program.
Because of the heavy influence making reading a priority and the heavy reading focus, the school noticed an major culture shift over an extended period of time. Eventually, this shift of culture had its own impact on the student achievement.
Besides the specific school research project, this article also hits on very specific and detailed research, anecdotal reports, and in-depth interviews given to both students and teachers. Additionally, one point of the research is deeply tied to the cognitive abilities of middle school-aged students, exposing the dichotomy between the existing abilities and the potential abilities. These difference and gaps amongst a wide audience are what make motivating and working with this age group so challenging, requiring completely different adaptations by teachers who are required to continually motivate their students to be successful both in and out of the class. All of the research points to one thing: motivation matters.
Because of the heavy influence making reading a priority and the heavy reading focus, the school noticed an major culture shift over an extended period of time. Eventually, this shift of culture had its own impact on the student achievement.
Besides the specific school research project, this article also hits on very specific and detailed research, anecdotal reports, and in-depth interviews given to both students and teachers. Additionally, one point of the research is deeply tied to the cognitive abilities of middle school-aged students, exposing the dichotomy between the existing abilities and the potential abilities. These difference and gaps amongst a wide audience are what make motivating and working with this age group so challenging, requiring completely different adaptations by teachers who are required to continually motivate their students to be successful both in and out of the class. All of the research points to one thing: motivation matters.
Monday, September 29, 2014
Update on research . . .
I have been spending more and more time utilizing the resources that Western's Library Online has made available for research. I have found that there are, literally, TONS of "stuff" out there about reading and motivation. The only downside to this would be that there is SO MUCH out there that I am having a hard time sifting through all the junk. So far, I have been pretty fortunate with finding resources that are both quality and applicable to my research question and topic. I have not spent as much time in depth with each article as would like, but I am creating quite a collection of sources in my online folders within the library website. I have at least 15 different articles that I feel are going to be helpful by the time that I am writing my final piece. Now, I just need to sit down and evaluate the quality sources that I have found in order to decide if I need to continue to add to my search or if what I have is sufficient for my research.
Saturday, August 2, 2014
Title: "A Book Club Sheds Light on Boys and Reading"
Author: Timothy G. Weih
Permalink for Article:
Permalink for Article:
APA Citation (from Western Library site):
Weih, T. G. (2008). A Book Club Sheds Light on Boys and Reading. Middle School Journal, 40(1), 19-25.
Summary:
This article is about a man who conducted an informal study with 10 middle school boys in the form of a book club in order to better understand the needed support for male readers. He guided his study with the following main questions: (1)WHAT do boys like to read?: (2) WHAT do they LIKE about the literature that they choose to read?; (3)What PURPOSE does reading serve for boys?; (4) WHAT do they TALK ABOUT during the book club meetings?; (5) What RECOMMENDATIONS do they have for a successful book club?
The article breaks down the dynamics of the student group, considering age, grade, ethnic heritage, and other activities. Additionally, the article explains each of the five meetings, the set location, the choice of novel, the facilitators, and all findings based off the questions designed for this informal study.
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