Final Report Deming

8/17/2019 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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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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o0*ectives that leads to inc!eased and sustained motivation 5A.demi! 7 O


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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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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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+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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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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hunches o! imp!essions- anal.


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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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"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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+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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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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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:


35/39


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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 $

Documents

Final Report Deming