Examining The Writing Motivation And Achievement Of At Risk Elementary Aged Students
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| Author | : Melissa Sue Martin |
| Publisher | : |
| Total Pages | : 166 |
| Release | : 2016 |
| Genre | : Achievement motivation in children |
| ISBN | : |
Writing achievement of students in the United States is weak. Approximately 75% of 12th graders are not proficient writers (National Center for Educational Statistics, 2012) and performance of students in poverty lags behind that of more affluent peers. Because writing is complex (Torrance & Galbraith, 2006) and often viewed as aversive to students (Boscolo & Gelati, 2013), motivation is an important consideration for teachers. However, little research exists examining writing motivation. A correlational research design was employed to examine writing achievement and motivation (i.e., self-efficacy and attributions) of at-risk elementary-aged students (N = 61). Participants, who attended Title 1 schools (in grades 3-5), completed several measures of writing motivation and writing achievement (Narrative Writing Self-Efficacy Scale, Writing Skills Self-Efficacy Scale [Pajares, Hartley, & Valiante, 2001], Student Writing Attributions Scale, and Test of Written Language-IV [Hammill & Larsen, 2009]). Relations among motivation variables and writing achievement were examined, as well as differences in motivation and proficiency based on sex and grade-level. Results indicate a significant relation between narrative writing self-efficacy and writing achievement (p .01) as well as a significant relation between writing skills self-efficacy and writing achievement (p
| Author | : Beau Michael Whitsett |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Achievement motivation |
| ISBN | : |
The widespread adoption of the Common Core State Standards with greater emphasis on writing and increases in wide-scale state writing assessment accentuate efforts to improve writing achievement (Behizadeh & Pang, 2016; Calkins, Ehrenworth, & Lehman, 2012). Despite efforts to improve outcomes, writing achievement falls short of expectations in schools across the country (National Center for Education Statistics, 2012). Writing achievement is even lower for students at an educational disadvantage, as measured National School Lunch Program participation (Domina, et al., 2018). Researchers have known of the potential for motivational factors to promote writing achievement for many years, while few educators and policymakers are currently tapping into this potentially powerful area to promote improvement (Graham, Berninger, & Fan, 2007; Muenks & Miele, 2017; Tough, 2016). In this study, mindset, attitude towards writing, and writing achievement of upper elementary-aged students at an educational disadvantage are examined. A non-experimental statistical design using correlational calculations and mean difference calculations was used to examine the relationships between variables. Participants were members, ages nine to 12, from five Boys and Girls Clubs in a southeastern region (N = 58) who had completed third, fourth, or fifth grades. All attended Title 1 schools. Participants completed a Theories of Intelligence Scale (Dweck, 2000), an adapted Writing Attitude Survey (Kear, Coffman, McKenna, & Ambrosio, 2000), and the Test of Written Language-IV (Hammill & Larsen, 2009). Relationships among variables were examined for all participants, males, and females. Differences in variables based on sex were also examined. Results indicate a significant relationship between mindset and writing achievement (p
| Author | : Maizatulliza Muhammad |
| Publisher | : European Alliance for Innovation |
| Total Pages | : 435 |
| Release | : 2020-02-18 |
| Genre | : Social Science |
| ISBN | : 1631902261 |
The 1st International Conference on Language and Language Teaching (ICLLT 2019) is a bi-annual international conference hosted by the Faculty of Education and Teacher Training Universitas Tidar. The 1st ICLLT 2019 brings a central issue on "New Directions of Language and Language Teaching in Facing Industrial Revolution Era 4.0". The conference serves researchers, academics, and practitioners to present the research findings, share thoughts, and experiences to improve the quality of language teaching in Indonesia. The conference invited four keynotes speakers: Hywel Coleman (University of Leeds, United Kingdom), Dr. Maizatulliza Muhammad (Universiti Pendidikan Sultan Idris, Malaysia), Dr. Robbie Lee Sabnani (National Institute of Education, Nanyang Technological University, Singapore), and Dr. Dwi Winarsih (Universitas Tidar, Indonesia). This year's conference invited presenters with 56 articles were selected to be published. It was also a great pleasure to work with the presenters for presenting excellent papers, the committee for the hard work in organizing the conference, and all parties who have been contributing to the conference and the publication of the proceedings. We also expect that the future ICLLT will be a successful event, as indicated by the increasing contributions presented in this volume.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 347 |
| Release | : 2018-09-27 |
| Genre | : Education |
| ISBN | : 0309459672 |
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
| Author | : Joyce L. Epstein |
| Publisher | : Corwin Press |
| Total Pages | : 508 |
| Release | : 2018-07-19 |
| Genre | : Education |
| ISBN | : 1483320014 |
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
| Author | : Helen A. Neville |
| Publisher | : SAGE Publications |
| Total Pages | : 585 |
| Release | : 2008-11-12 |
| Genre | : Psychology |
| ISBN | : 1483350177 |
The Handbook of African American Psychology provides a comprehensive guide to current developments in African American psychology. It presents theoretical, empirical, and practical issues that are foundational to African American psychology. It synthesizes the debates in the field and research designed to understand the psychological, cognitive, and behavioral development of African Americans. The breadth and depth of the coverage in this handbook offers both foundational material and current developments. Although similar topics will be covered in this text that are included in other works, this will be the only work in which experts in the field write on contemporary debates related to these topics. Moreover, the proposed text incorporates other issues that are typically not covered in related books. The contributing authors also identify gaps in the literature and point to future directions in research, training, and practice. Key Features: Contains the writings of renowned editors and contributors: The most well-respected and accomplished editors and authors in the area of African American psychology, and psychology in general, have come together to lend their expert analysis of issues and research in this field. Designed for course use: With a consistent format from chapter to chapter and sections on historical development, cutting-edge theories, assessment, intervention, methodology, and development issues, instructors will find this handbook appropriate for use with upper-level undergraduate and graduate-level classes Offers unique coverage: The authors discuss issues not typically found in other books on African American psychology, such as ethics, certification, the gifted and talented, Hip-Hop and youth culture, common misconceptions about African Americans, and within-group differences related to gender, class, age, and sexual orientation.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Steve Graham |
| Publisher | : Frontiers Media SA |
| Total Pages | : 267 |
| Release | : 2024-06-21 |
| Genre | : Science |
| ISBN | : 283254441X |
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
| Author | : |
| Publisher | : |
| Total Pages | : 760 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : |
| Author | : Suzanne Hidi |
| Publisher | : BRILL |
| Total Pages | : 346 |
| Release | : 2006-11-01 |
| Genre | : Education |
| ISBN | : 1849508216 |
The aim of this volume is to bring together contributions from international research on writing and motivation. It not only addresses the basic question of how motivation to write can be fostered, but also provides analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. This volume is a step in the direction of a more systematic analysis of the problems as well as an effort to present and compare various models, perspectives and methods of motivation and writing. It addresses the implications of writing instruction based on the 2 main approaches to writing research: cognitive and socio-cultural. It provides systematic analysis of the various models, perspectives, and methods of motivation and writing. It brings together the international research available in this burgeoning field.
