Final Report Deming
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Running head: READING MOTIVATION 1
The Impact of Goals on Reading Motivation of t!uggling Reade!s
Mau!een DemingED" #$$
D!% &essica 'o!(
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READING MOTIVATION )
Abstract
This !esea!ch p!o*ect e+plo!ed the impact of goals on the !eading motivation of st!uggling
!eade!s% The ultimate aim ,as to c!eate an effective- eas. to use techni/ue teache!s can
implement in thei! class!ooms% A p!otocol fo! a goal setting confe!ence to 0e used ,ith the
e+isting population of Tie! II !eading inte!vention students in g!ades 2# ,as c!eated% Goals
,e!e t!ac(ed using the Google Apps fo! Education platfo!m% The Motivations fo! Reading
3uestionnai!e ,as used to measu!e !eading motivation% The motivational impact of technolog.
use ,as measu!ed 0. field o0se!vations%
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READING MOTIVATION
Problem Statement
Reading is a!gua0l. the most c!ucial s(ill taught and lea!ned in elementa!. school% 4o!
.ea!s- common ,isdom and !eading !esea!ch p!oposed that independent !eading time ,as one of
the 0est ,a.s to p!omote !eading s(ill 56a,le! 7 8ed,ic(- )91)% ;o,eve!- mandated
standa!die!osion of engagement in some !eade!s? 5Ma!ina(- )91- p% $-
!esulting in lo,e! !eading pe!fo!mance among those students% Acco!ding to the National @ente!
fo! Education tatistics- #B of fou!th g!ade!s ,e!e !eading at o! 0elo, the 0asic level in )91
5Reading Is 4undamental- n%d%% Teache!s need guidance on ho, to motivate thei! !eluctant
!eade!s%
Designing inst!uction fo! motivation leads to inc!eased student motivation 5@ola(oglu 7
A(demi!- )919C Ma!ina(- )91% Motivated students spend mo!e time !eading 56a,le! 7
8ed,ic(- )91)- leading to 0ette! pe!fo!mance 56a,le! 7 8ed,ic(- )91)C =ada( 7 =oten
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READING MOTIVATION
t!ac(ing impactF
)% ;o, can technolog. positivel. impact int!insic motivation of st!uggling !eade!sF
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READING MOTIVATION
Review of Literature on Reading Motivation in Struggling Readers
ince the advent of No @hild 6eft ehind in )991- !esea!che!s have noted a decline in
student motivation as the. p!og!ess th!ough the g!ades- even in elementa!. school% This p!esents
a p!o0lem fo! educato!s- especiall. in this envi!onment of high2sta(es standa!di
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READING MOTIVATION
indicates that these !esults a!e inconclusive- and suggest that te+t difficult. ma. pla. a !ole in the
inconsistent !esults%Goals ma. also mediate the !elationship 0et,een motivation and pe!fo!mance% mithson
5)91) found that pe!sonal goals facilitate inc!eased pa!ticipation in academic settings% This
stud. found that pe!sonal goal setting !esulted in maintained o! inc!eased assessment sco!es- ,ith
the la!gest gains fo! ave!age and 0elo, ave!age students% Maste!. goals- also (no,n as
(no,ledge o! lea!ning goals- a!e found to 0e mo!e conducive to lea!ning than a!e pe!fo!mance
goals% =e!fo!mance goals cente! on o0taining positive outcomes and avoiding negative outcomes
58o!th.- !e
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READING MOTIVATION J
most common !emed. fo! this is ta!geted inst!uction in the fo!m of !eading inte!ventions 56a,le!
7 8ed,ic(- )91)% (ills inte!vention is necessa!. 0ut not sufficient fo! inc!easing motivation K
motivation inte!vention is also needed% Int!insic motivation can g!o, ,ith choice- autonom.-
colla0o!ation- and meaningful /uestions and connections 58igfield et al%- )99% Inst!ucto!s
must 0e ca!eful not to sac!ifice !eading inst!uction to focus on motivation- as students ,ill not
g!o, as !eade!s 5Ma!ina(- )91%
Nota0l.- !esea!ch on students !eceiving !eading inte!vention has found that the t.pes of
inst!uctional activities used impacts motivation% 6a,le! and 8ed,ic( 5)91) found that student
motivation dec!eased ma!(edl. in inte!vention g!oups that completed disc!eet s(ill e+e!cise- 0ut
no connected !eading% Instead- authentic 5>!eal? !eading- ,ith meaningful discussions-
connections- and /uestions has p!oved to 0e most motivating 56a,le! 7 8ed,ic(- )91)C
Ma!ina(- )91C =ada( 7 =oten
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READING MOTIVATION $
intelligence 5in Vogle! and a((en- )99% The entit. vie, of intelligence means that
intelligence is fi+ed and uncont!olla0le% tudents ,ith this vie, tend to pu!sue pe!fo!mance
goals instead of lea!ning goals% On the othe! hand- the inst!umental2inc!emental vie, sees
intelligence as inconsistent and cont!olla0le 0. the individual% tudents holding this vie,
0elieve the. can cont!ol thei! effo!t to p!oduce lea!ning and to g!o, thei! intelligence 5Vogle! 7
a((en- )99%
The lite!atu!e offe!s seve!al othe! possi0le e+planations fo! lo, !eading motivation
among st!uggling !eade!s% ehavio!al o! lea!ning difficulties can impact motivation 5e!!avallo-
)91% tudents pe!ception of thei! pee!s and pa!ents involvement and engagement in !eading
can impact thei! o,n motivation to !ead 5=ada( 7 =oteninstitute accounta0ilit. mechanisms to ensu!e that all students attain the p!oficienc.
standa!ds? 56aguna2Rio!dan- )99$- p% 1#% Ove!all- N@6 has not met its stated goals of
na!!o,ing the achievement gap and !aising achievement fo! unde!pe!fo!ming students 5;us0and
7 ;unt- )91C 6aguna2Rio!dan et al%- )99$% In fact- this legislation has !esulted in a num0e! of
unintended conse/uences- including lo,e! teache! mo!ale 5;us0and et al%- )91C 6aguna2
Rio!dan et al%- )99$% 6aguna2Rio!dan et al% 5)99$ a!gue that N@6 does not add!ess the !oot
social and emotional causes of poo! pe!fo!mance: pove!t.- communit. and home life- and
socioeconomic status- all of ,hich impact student motivation in school% In o!de! to t!ul. close
the achievement gap- these motivating facto!s must 0e add!essed%
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READING MOTIVATION 19
Goals and Motivation
A ,ide !ange of !esea!ch suggests that setting pe!sonal goals fo! lea!ning is 0eneficial fo!
student motivation 5Ro0e!tson et al%- )91C e!!avallo- )91C mithson- )91)C Vogle! et al%- )99C
8e!. 7 Thomson- )91C 8o!th. et al%- )911% Goals motivate students 0. a!ticulating
>!e/ui!ements fo! pe!sonal success? and p!ompting >self2monito!ing and self2*udgments of
pe!fo!mance? 5mithson- )91)- p% $% Goals set and t!ac(ed 0. students also instill a sense of
cont!ol- >o,ne!ship- !esponsi0ilit.- and commitment? 5mithson- )91)- p% 1- all aspects of self2
efficac.% As pa!t of a 0!oade! class!oom envi!onment- goal setting can suppo!t individual needs
and p!omote a love of !eading 5=ada( 7 =oten,o!(ing
p!oductivel.? 5mithson- )91)- p% #9% The fi!st g!oup- ,ith the specific goal- had highe! sco!es%
Goals should 0e measu!a0leC students and teache!s need to assess p!og!ess and ad*ust st!ategies
and inst!uction if needed% Thi!dl.- goals should 0e attaina0le% The goal >0e a 0ette! !eade!? is
un,ield.% It involves man. steps in man. diffe!ent a!eas 5decoding- fluenc.- voca0ula!.- gen!e
(no,ledge- 0ac(g!ound (no,ledge- and comp!ehension of lite!al and deepe! meanings K too
much fo! a student to tac(le at once% ;o,eve!- if the p!ocess is 0!o(en into smalle! managea0le
chun(s 5smalle! inc!emental goals- students have a much 0ette! chance of !eaching those goals
and feeling the satisfaction that comes ,ith accomplishment 5mithson- )91)% 4inall.- afte! the
goals a!e set- teache!s must p!ovide suppo!t- usuall. in the fo!m of st!ategies- to help students in
thei! ,o!( 5e!!avallo- )91% Goals give students a pu!pose fo! !eading K a destination to ,o!(
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READING MOTIVATION 11
to,a!ds 5e!!avallo- )91% t!ategies and suppo!ts give students a ,a. to navigate the !oad to
thei! destination% Inte!estingl.- !esea!ch 0. Vogle! et al%- 5)99 suggests that inst!uctional st.le-
such as setting inc!emental goals and p!oviding suppo!ts in !eaching goals- influences motivation
mo!e than socioeconomic status o! ethnicit.%
Motivation can also 0e impacted 0. the t.pe of goal a student ha!0o!s% Goals a!e
f!e/uentl. classified as eithe! maste!. goals o! pe!fo!mance goals 58o!th. et al%- )911C Vogle! et
al%- )99% Maste!. goals p!omote lea!ning and ove!all competence th!ough effo!t- time and
p!actice- and a!e associated ,ith highe! motivation 58este!n O!egon "nive!sit.- )91)C 8o!th. et
al%- )911% On the othe! hand- pe!fo!mance goals st!ess e+te!nal !e,a!ds and *udgments% Often-
students ,ith a pe!fo!mance goal o!ientation ,ill displa. avoidance 0ehavio!s 5lea!ned
helplessness fo! fea! of negative *udgments ,hen 0eing compa!ed to thei! pee!s 58e!. et al%-
)91C 8o!th. et al%- )911% t!uggling !eade!s ,ill often displa. a pe!fo!mance goal o!ientation-
,hich ma. e+plain- in pa!t- the Matthe, Effect% tanovich 51$J#- cited in @iampa- )91)
desc!i0es the Matthe, Effect as the patte!n ,he!e- >ove! time- good !eade!s get 0ette! and poo!
!eade!s !emain ,ea(? 5@iampa- )91)- p% J% The lo,e! motivation indicated 0. pe!fo!mance
goals could 0e a facto! in the continuing st!uggles of poo! !eade!s%
A thi!d catego!.- (no,ledge goals- sometimes called lea!ning goals- is a ve!. sho!t2te!m
goal that applies to a pa!ticula! instance of !eading% Teache!s ,ill often call a (no,ledge goal
the >pu!pose fo! !eading%? Hno,ledge goals a!e motivating fo! this ve!. !easonC the. instill
pu!pose- a main aspect of motivation acco!ding to =in( 5)99$- into the act of !eading%
Hno,ledge goals a!e also motivating in thei! a0ilit. to lin( the content a!eas- thus c!eating
cohe!ence 0et,een educational settings 5Ro0e!tson et al%- )91- ,hich is helpful fo! st!uggling
lea!ne!s%
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READING MOTIVATION 1
o0*ectives that leads to inc!eased and sustained motivation 5A.demi! 7 O
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READING MOTIVATION 1
mitigate the negative facto!s- teache!s and !esea!che!s a!e attempting to design effective
motivation inte!ventions% Motivation !esea!ch has made it clea! that inst!uction can 0e designed
to 0oost motivation- eventuall. .ielding positive pe!fo!mance and achievement !esults% =e!sonal
goals and technolog. integ!ation can help educato!s in thei! /uest to motivate all students to
lea!n%The 0od. of !esea!ch on motivation lac(s sufficient e+plo!ation into specific applications
of technolog. in !eading- especiall. in te!ms of st!uggling !eade!s% One difficult. in filling this
gap is the ,ide va!iet. of educational settings in ,hich students !ead% tudents not onl. have
t!aditional !eading time in thei! class!ooms- 0ut also !ead ac!oss the disciplines K math- science-
social studies- ,!iting- even special a!eas li(e music and fo!eign language% Man. students
!eceive pull2out inst!uction fo! special education o! Response to Inte!vention pu!poses% etting
ma. impact the motivational impact of technolog.% As mentioned in the p!evious section- the!e
ma. 0e glo0al shifts in motivation 0ased on age 5@heung et al%- )91 that ma(e ce!tain
technologies less effective%This va!iation also e+tends to goals and goal setting% ome goals a!e set 0. teache!s-
some 0. students- and some a!e co2c!eated% 4utu!e !esea!ch should conside! compa!ing goals set
0. teache!s- students- and teache!s ,o!(ing ,ith students% 6ongitudinal studies to t!ac( the
effectiveness of these motivational p!actices th!ough high school- highe! education- and into the
,o!(fo!ce and dail. life of adults ,ould give a mo!e detailed pictu!e of thei! impact% 6i(e,ise-
e+tending motivation !esea!ch 0e.ond the class!oom to ,hole2school studies and to home
settings ,ill give mo!e info!mation a0out the inte!action of va!ious motivational fo!ces%
Design and Methodology
Samle
The sample fo! this stud. consisted of )1 students in Tie! II !eading inte!vention% These
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READING MOTIVATION 1
students ,e!e mi+ed in te!ms of g!ade level% The!e a!e eight g!ade th!ee students 5one female-
seven male- five g!ade fou! students 5one female- fou! male- fou! g!ade five students 5one
female- th!ee male- and fou! g!ade si+ students 5th!ee female- one male% Most of these students
,e!e @aucasian% T,o ,e!e 6atino- f!om panish spea(ing homesC one of these students !eceived
English as a econd 6anguage inst!uction%These a!e students ,ho sco!ed 0elo, g!ade level on standa!di
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READING MOTIVATION 1#
administ!ation%
Afte! the thi!d administ!ation of the MR3- the inst!ucto! instituted the goal setting
p!otocol% This p!ocedu!e ,as 0ased on the models f!om t,o sou!ces% The confe!ence model in
Reade!s 8o!(shop calls fo! the discussion to 0e student2led% The model desc!i0ed 0. e!!avallo
5)91 uses !ecent student ,o!( f!om inte!vention g!oup- and suggestions offe!ed 0. the teache!-
ultimatel. allo,ing the student to decide on the goal% The!efo!e- the goal2setting p!otocol fo!
this p!o*ect is as follo,s: the inst!ucto! confe!s ,ith an individual student- p!esenting seve!al
e+amples of the students !ecent ,o!( in inte!vention- including an. assessments% The inst!ucto!
p!ompts the student to discuss thei! pe!ceived st!engths and ,ea(nesses and offe!s t,o
suggestions fo! the students goal 5!elated to eithe! o!al !eading fluenc.- comp!ehension- o!
,!itten !esponse- 0ased on p!ofessional *udgment and the students input% The student ,ill
select his o! he! goal f!om the t,o choices% 4inall.- the inst!ucto! int!oduces the online
document in ,hich the student t!ac(s his o! he! p!og!ess 54igu!e 1% These confe!ences ,e!e
meant to ta(e less than five minutes pe! student%
Jane’s Goal Tracking
Date: November 7, 2016
Strengths Work On
accuracygood expressionretell/summary
written responseuse text evidence
oal: !se text evidence
"trategy: !se a #ig#lig#ter to $ind one piece o$ evidence eac# time % s#are my t#in&ingor write about my reading'
(rogress:November 1) * % am remembering to use a #ig#lig#ter to $ind evidence $or every
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READING MOTIVATION 1
+uestion' % need to remember to give evidence w#en % tal&'November 21 * % gave evidence $or every +uestion on my running record' % li&e using#ig#lig#ters, because it #elps me remember to $ind evidence'
Figure 1% ample Goal T!ac(ing document%
Du!ing the goal setting confe!ences- the inst!ucto! o0se!ved students !eactions to using
the goal t!ac(ing document- including facial e+p!essions- speech- and 0od. language- and noted
this info!mation on the technolog. use o0se!vation fo!m% Afte! the 1)2,ee( implementation
pe!iod- these o0se!vations ,e!e com0ined ,ith data on student use of the t!ac(ing document to
assess the motivational impact of the technolog.% oth the goal t!ac(ing and technolog. use
fo!m a!e included in Appendi+ % To help the inst!ucto! sta. o!gani
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READING MOTIVATION 1J
concluded that goal setting and t!ac(ing have a positive !elationship ,ith !eading motivation%
;o,eve!- since the one2g!oup time2se!ies design does not cont!ol fo! histo!.- a causal
!elationship cannot 0e infe!!ed% Outside events such as school vacations- holida.s- and testing
could account fo! a po!tion of the diffe!ences in motivation sco!es%
!valuation and Assessment
Review by Panel of !"erts
Due to time const!aints this p!o*ect could not 0e implemented- and ,as the!efo!e
!evie,ed 0. a panel of e+te!nal evaluato!s% This panel consisted of the school p!incipal- p!ima!.
and inte!mediate !eading consultants- the dist!ict technolog. integ!ation specialist- and a
class!oom teache! ,ho ,as a mem0e! of the lite!ac. cu!!iculum committee% Evaluato!s gave
feed0ac( on !esea!ch design and methods- ethical conside!ations- and use of technolog.%
The p!incipal !aised t,o impo!tant points% 4i!st he noted that socioeconomic and
envi!onmental facto!s impact motivation% Neithe! the lite!atu!e !evie, no! the one g!oup time2
se!ies design add!ess these facto!s% A students home life and socioeconomic status can indeed
impact motivation- and this should 0e conside!ed ,hen anal.
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READING MOTIVATION )9
DRA ) p!og!ess monito!ing (it%
The class!oom teache! !aised a c!ucial /uestion% ;o, do teache!s push motivation to last
afte! the t!ial has endedF Goal setting can 0e inco!po!ated into all su0*ects: ,!iting- math-
science- and social studies% This p!otocol is *ust one techni/ue teache!s can use to encou!age
motivation% This p!otocol should 0e pa!t of a la!ge!- ove!a!ching class!oom and cu!!iculum
design that encou!ages autonom.- cont!ol- and pu!pose%
Self !valuation
To self2assess this p!o*ect- I c!eated !u0!ic that delineates each outcome of the @apstone
p!o*ect acco!ding to the cou!se s.lla0us and the @apstone p!o*ect document% The completed
!u0!ic can 0e found in Appendi+ D%Ove!all- the p!o*ect is st!ong% It meets p!og!am and concent!ation outcomes- is ,ell2
!esea!ched- and cont!i0utes to the field via the c!eation of an eas.2to2implement p!otocol%
;o,eve!- the technological component of this p!o*ect can still 0e imp!oved% Much of the
e+pe!imental !esea!ch on technolog. and !eading focuses on !eading f!om a sc!een- and the
!esulting changes in achievement- motivation- and pe!fo!mance% ince I am !e/ui!ed to use 66I
in Tie! II inte!vention inst!uction- and the!e a!e no digital ve!sions of the p!og!ams te+ts- sc!een
!eading ,as not an option fo! the technolog. component of this p!o*ect% This same cu!!iculum
!e/ui!ement also meant that I could not use technolog. to pe!sonali
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READING MOTIVATION )1
Discussion and Reflection
Th!oughout the Maste!s of Education p!og!am- I have lea!ned the impo!tance of
cognitive science in education% Designing schools- class!ooms- and inst!uction to 0est align ,ith
ho, child!en lea!n !e/ui!es an unde!standing of cognition- memo!.- emotions- and- pe!haps most
impo!tantl.- motivation% Motivation to e+plo!e- to inte!act ,ith pee!s and content- and to !ead is
foundational in child!ens success in school% The topic of motivation is 0!oadC multiple facto!s
cont!i0ute to an individuals motivation% The!efo!e- it ,as necessa!. to na!!o, the focus of m.
p!o*ect% 8hile the 0od. of !esea!ch on motivation is vast- teache!s need conc!ete- e+plicit
techni/ues fo! encou!aging motivation in thei! students% The ultimate aim of this p!o*ect ,as to
c!eate an effective class!oom p!actice ,hich teache!s can easil. implement to imp!ove student
motivation%
4o! those inte!ested in implementing this p!o*ect- conside! e+isting cu!!iculum const!aints
0efo!e ad*usting the e+pe!imental design% I mentioned in the Assessment and Evaluation section
that I conside!ed a cont!ol g!oup time2se!ies design- using the 66I p!og!am as a cont!ol g!oup%
;o,eve!- since I had e+plicit inst!uctions to use 66I fo! inte!vention inst!uction- p!ofessional
*udgment dictated that I (eep the o!iginal e+pe!imental design% If othe!s have mo!e f!eedom in
cu!!iculum selection- I ,ould suggest using the cont!ol g!oup time2se!ies design% The cont!ol
g!oup can use p!inted te+t% Inst!uction fo! the t!eatment g!oup can use technolog. fo! !eading
te+ts 0ased on student inte!est and goals- leve!aging the motivational p!ope!ties of technolog. 0.
p!omoting choice%
Master of !ducation Program #utcomes
Students will be able to identify$ analy%e$ evaluate$ and imlement research&based
education ractices matched to an area of concentration 'instructional design and
technology()
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READING MOTIVATION ))
This outcome ,as met 0. a !evie, of lite!atu!e on motivation and goals% A common
topic in the motivation lite!atu!e is pe!sonal cont!ol and choice% The!efo!e- goals set in this
e+pe!iment a!e selected 0. the students themselves%
Students will be able to aly the rinciles of cognitive science to teaching and
learning to ositively affect learning and imrove the ractice of teaching)
This outcome ,as met 0. add!essing motivation% Villavicencio and e!na!do 5)91
state that a lea!ne!s *udgment of tas( value- 0ased on emotion and motivation- can 0ecome
ing!ained in thei! schema- thus colo!ing thei! e+pectations of futu!e lea!ning% This p!o*ect
attempted to align class!oom p!actices ,ith cognitive science 0. c!eating an inst!uctional
p!actice to imp!ove motivation%
Students will be able to define$ understand$ analy%e$ and use metrics to measure
student$ rogrammatic$ and institutional achievement)
This outcome ,as met 0. the use of /uantitative data to assess student motivation% The
MR3 !esults in motivation sco!es that can 0e compa!ed ac!oss time% The data can also 0e 0!o(en
do,n 0. demog!aphics to assess diffe!ences in motivation- o! into dimensions of motivation to
fu!the! desc!i0e changes in motivation%
Concentration in *nstrucitonal Design + Technology #utcomes
Students will be able to design and develo learning environments using models of
instructional design$ such as the ADD*! model)
This outcome ,as met 0. c!eating an inst!uctional p!otocol that follo,s the p!ocess of
inst!uctional design% The p!otocol 0egins ,ith an assessment of st!engths and ,ea(nesses% The
inst!ucto! then designs and delive!s a st!ateg. fo! the student to implement% G!o,th is evaluated
,ith 66I o! DRA ) =!og!ess Monito!ing assessments- and then the student decides ,hat goal to
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READING MOTIVATION )
pu!sue ne+t%
Students will understand and be able to aly theories of design and instruction to
the develoment$ design$ and imlementation of educational e"eriences and events)
This outcome ,as met 0. inco!po!ating !esea!ch on goals and motivation into the
c!eation of an inst!uctional p!actice% The goal setting p!otocol met =in(s 5)99$ th!ee aspects of
motivation 5cont!ol- autonom.- and pu!pose- and ,as 0ased on the ,o!( of e!!avallo 5)91%
Students will be able to integrate aroriate technology in a diversity of
educational settings$ including schools$ universities$ cororations$ non&rofits and
government agencies)
App!op!iate- /ualit. integ!ation of technolog. sta!ts ,ith inst!uctional goals and
o0*ectives K the tool must fit the *o0% As mentioned p!eviousl.- cu!!iculum const!aints do not
allo, technolog. to 0e used to p!omote choice in content fo! this p!o*ect- ,hich ,ould 0e a
close! integ!ation of technolog. and inst!uction fo! motivation% ;o,eve!- technolog. can 0e
used to communicate and t!ac( p!og!ess% ased on the technolog. availa0le in the school 5i=ads
and laptops- the Google Apps fo! Education platfo!m ,as a natu!al selection%
Students will be able to assess$ budget$ and evaluate education technology)
This outcome ,as met 0. ongoing field o0se!vations% The LLLLLLL fo!m allo,s the
inst!ucto! to assess student !eactions to using technolog. du!ing the p!otocol% The!e ,as no
moneta!. 0udget fo! this p!o*ectC the!efo!e choice of technolog. ,as limited to that !eadil.
availa0le to students in Tie! II inte!vention%
,inal Thoughts on ,inishing the Master of !ducation Program
8hen I sta!ted the @apstone cou!ses- one of the fi!st discussions points ,as the
impo!tance of using !esea!ch and data to suppo!t inst!uctional decisions% Instead of acting on
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READING MOTIVATION )
hunches o! imp!essions- anal.
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READING MOTIVATION )
Refe!ences
A.demi!- %I%- 7 O
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READING MOTIVATION )#
;us0and- T%- 7 ;unt- @% 5)91% A !evie, of the empi!ical lite!atu!e on No @hild 6eft ehind
f!om )991 to )919% (lanning and !hanging, 4 51- )1)2)%6aguna2Rio!dan- @- 7 Aguila!- &%=% 5)99$% 8hats missing f!om No @hild 6eft ehindF A polic.
anal.sis f!om a social ,o!( pe!spective% !hildren & -chools, 315- 121%6a,le!- &%- 7 8ed,ic(- 6% 5)91)% The effect of time spent !eading du!ing inte!vention 0loc(%
Illinois Reading @ouncil &ou!nal- 95- )#2%Ma!ina(- % A% 5)91% @ou!ageous !eading inst!uction: Effects of an elementa!. motivation
inte!vention% The Journal of Educational Research- 19#- $2J%
Mo!gan- =%6%- 7 4uchs- D% 5)99% Is the!e a 0idi!ectional !elationship 0et,een child!ens !eading
s(ills and !eading motivationF Ece#tional !hildren, /35)- 1#21J%
=ada(- N%- 7 =oten
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READING MOTIVATION )
"nited tate Depa!tment of Education Office of Educational Technolog.% 5)919% Transfor"ing
"erican education %earning #oered 5y technology. 0ational education technology
#lan 2616% Ret!ieved f!om http:files%e!ic%ed%govfullte+tED1)#J1%pdf
Villavicencio- 4%T%- 7 e!na!do- A%I% 5)91% =ositive academic emotions mode!ate the
!elationship 0et,een self2!egulation and academic achievement% 7ritish Journal of
Educational (sychology- J- )$29%
Vogle!- &%%- 7 a((en- 6% 5)99% Motivation ac!oss domains: Do goals and att!i0utions change
,ith su0*ect matte! fo! g!ades and studentsF %earning Eniron"ents Research- 19-
12% doi: 19%199s19$J2992$9)12
8e!.- &%- 7 Thomson- M%T% 5)91% Motivational st!ategies to enhance effective lea!ning in
teaching st!uggling students% !itish &ou!nal of 6ea!ning uppo!t- )J5- 19219J% doi:
19%11111#2$#9%1)9)
8este!n O!egon "nive!sit.% 5)91)% !haracteristics of learners ith "astery ersus #erfor"ance
goals% Ret!ieved f!om
http:,,,%,ou%eduSgi!odm199maste!.LvsLpe!fo!manceLgoals%pdf
8igfield- A%- 7 Guth!ie- &% 51$$% 8otiations for reading 9uestionnaire% Ret!ieved f!om
http:,,,%co!i%umd%edumeasu!esMR3%pdf
8igfield- A%- Guth!ie- &%T%- Ton(s- %- 7 =e!encevich- H%@% 5)99% @hild!ens motivation fo!
!eading: Domain specificit. and inst!ucitonal influences% Journal of Educational
Research, */ 5#- )$$29$%
8o!th.- D%A%- !e
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READING MOTIVATION )J
Appendi+ A
=!o*ect Management =lan
Problem Statement
t!uggling !eade!s often e+hi0it dec!eased !eading motivation- ,hich can lead to
dec!eased !eading amount and lo, academic pe!fo!mance% This p!o*ect ,ill e+plo!e the impact
of goal setting on the !eading motivation of st!uggling !eade!s%
Learners
The lea!ne!s in this p!o*ect a!e elementa!. age students in Tie! II !eading inte!vention%
This g!oup of )1 child!en !anges in age f!om g!ade th!ee to g!ade si+- and is p!edominantl. male
51 male- si+ female% T,o of these students a!e f!om panish spea(ing homesC one !eceives
English as a econd 6anguage inst!uction% Acco!ding to assessment data- these students !ange
f!om one2half .ea! to one and a half .ea!s 0elo, g!ade level in !eading%
Learning #b-ectives
1% . the end of this p!o*ect- students ,ill 0e a0le to anal.
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READING MOTIVATION )$
Deliverables Draft goal-setting conference protocol
Draft goal-tracking protocol
Draft instructor materials
Draft parent permission form
Self-Assessment of Proect Draft rubric
!valuation b" !#perts$ontact an% inform e#perts aboutevaluation
Draft rubric
&/Mar 1'-&( Deliverables )evise goal-setting protocol
)evise goal-tracking protocol
)evise instructor materials an%permission form
Submit %eliverables for revie*
Self-Assessment of Proect +inali,e rubric
Submit Self-Assessment rubric forrevie*
!valuation b" !#perts +inali,e rubric
Submit !#pert !valuation rubric forrevie*
3/Mar &1-&7 +inal )eport Submit for revie*
!valuation b" !#perts Deliver proect an% rubric to e#perts
'/Mar &-
Apr 3 +inal )eport
)evise report base% on fee%back from
Week 3 .p%ate Proect Management Plan
Draft Abstract Discussion/)e0ection
!valuation b" !#perts Start to compile fee%back
/Apr '-1( +inal )eport .p%ate PMP
Draft )e0ection
!valuation b" !#perts $ollect rubrics an% fee%back b" '/1(
$ompile all fee%back$ontinue to %raftAssessment/!valuation
Deliverables )evise base% on fee%back
Submit for revie*
2/Apr 11-17 !valuation b" !#perts )evise proect base% on fee%back
Draft !valuation/Assessment section
A%% rubric as Appen%i# $
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READING MOTIVATION 9
+inal )eport)evise report base% on fee%back fromWeek
.p%ate PMPA%% evi%ence of pro%uct to bo%" ofreport
$reate Presentation for Sare+air Select me%ium for presentation
4ater information from +inal )eport
4ater appropriate visuals evi%ence
7/Apr 1-&' Deliverables
+inali,e goal setting an% trackingprotocol
+inali,e %ata collection an% anal"sisgui%elines
+inali,e instructor materials
$reate Presentation for Sare+air !%it an% revise presentation
+inal )eport !%it an% revise
A%% PMP %ocument as Appen%i# A
P5! Page $reate page
Pass*or% protect page
$omplete Self-Assessment ofProect
A%%ress proect strengts an%*eaknesses
)evie* proect outcomes
+ill out rubric
A%% rubric as Appen%i# D
/Apr &-Ma" 1 Sare +air 5ink presentation in %iscussion boar%
6ie* presentations from classmates
$omment on peers presentations
)espon% to comments aboutpresentation
P5! Page !mbe% +inal )eport
!mbe% presentation
Write e#planation of $apstone proect
8nclu%e appropriate grapics
Submissions !%it an% revise +inal )eport
Submit +inal )eport an% Deliverables
8nclu%e P5! link in comments bo#
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READING MOTIVATION 1
Appendi+
Technology Use Observations
Note students be#avior and reactions w#ile using t#e oal -rac&ing document'
rade: "tudent . %nitials: -otal -imes -rac&ing Document ccessed:
Date Note i$ a goalsetting con$erence
rade: "tudent . %nitials: -otal -imes -rac&ing Document ccessed:
Date Note i$ a goalsetting con$erence
Goal Tracking
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READING MOTIVATION )
on$erence .1Date:
Strengths Work On
oal:
"trategy:
(rogress:
on$erence .2Date:
Strengths Work On
oal:
"trategy:
(rogress:
on$erence .3Date:
Strengths Work On
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READING MOTIVATION
oal:
"trategy:
(rogress:
on$erence .)Date:
Strengths Work On
oal:
"trategy:
(rogress:
on$erence .4Date:
Strengths Work On
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READING MOTIVATION
oal:
"trategy:
(rogress:
on$erence .6Date:
Strengths Work On
oal:
"trategy:
(rogress:
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READING MOTIVATION #
8hat a!e the p!o*ects st!engthsF
8hat pa!ts of the p!o*ect can 0e imp!ovedF
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READING MOTIVATION
Appendi+ D
elf Assessment
Element "nsatisfacto!.9
Needs
8o!( 1
=!oficient
)
E+empla!.
@omments
4inal Repo!t K A=Afo!matting-
!efe!ences-
,!iting
st.le- f!ee of e!!o!s
=!oof!ead and consulted =u!dueOnline 8!iting 6a0%
4inal Repo!t K all sections
included-
,ith
evidence ofdelive!a0les
andappendices
Evidence of delive!a0les in 0od. of!epo!t and appendices% =M= included
in appendices%
4inal Repo!t
K !eflectsthoughtful
self2
assessmentand e+te!nal
evaluation
Ma*o! points of e+te!nal evaluation
discussedC !u0!ic included inappendices% elf2assessment
4inal Repo!t K discussion
and!eflection
sho,
pe!sonal
g!o,th-value added
to field
Add!esses p!og!am and concent!ationoutcomes% Value added to field K eas.
to use teaching techni/ue
Total =oints 111)
=!esentation
K cove!seach aspect
of final
!epo!t
Includes each section of final !epo!t
=!esentation
K Media5images-
video- etc%
Video helps e+plain motivation-
MART g!aphic e+plains goals ,ithimages and te+tC some slides te+t2
heav.
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READING MOTIVATION J
suppo!t
content-slides follo,
p!inciples of
good design
=!esentation K Accessi0leto 0!oad
audience-
pu0lisha0le
=u0lished and can 0e sha!ed
=!esentation
K tone-
,!iting-design
app!op!iate
fo! audience
5teache!sand pee!s
6anguage accessi0le to non2teache!s
Total =oints 11 1)
Delive!a0les
K designedacco!ding to
theo!ies of
teaching andlea!ning
=!otocol g!ounded in theo!ies of
motivation
Delive!a0les K clea! to
unde!standandimplement
ome e+pe!t evaluato!s !e/uestedcla!ification of technolog. component
K did not e+plain ,hat p!ecisel.needed cla!ification%
Total =oints #
=!o*ect
add!esses
localeducational
need
Motivation impacts lea!ning and
pe!fo!mance
=!o*ect has
immediate
implicationsfo! p!actice%
=!otocol eas. to implement ,ith little
p!epa!ation
=!o*ect
featu!es ,elldesigned
e+pe!iment-
g!ounded in!esea!ch
E+pe!iment ma. 0e made st!onge!
,ith inclusion of cont!ol g!oup Kcu!!iculum const!aints eliminate this
option%
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READING MOTIVATION $
Total =oints J $