What Underachieving
Middle School Students
Believe Motivates them to Learn
Middle School Students
Believe Motivates them to Learn
|
|
Middle School Students Believe Motivates them to Learn |
|
Chapter 1: The Challenge to Educate Everyone Chapter 2: A Review of Literature Chapter 3: Methods Chapter 4: The Results Chapter 5: Discussion |
http://www.project2061.org//newsinfo/press/rl012299.htm on March 2, 2000.) Anderman, L. H., & Midgley, C. (1997). Motivation and middle school students. In J.L. Irvin, Ed. (1997) What current research says to the middle level practitioner. Columbus, OH: National Middle School Association. Chapter 4, pp. 41-48. Anderson, R., Reynolds, R., Schallert, D., Goetz, E. (1977) Frameworks for comprehending discourse. American education research journal, 14, 367-381. Anderson, R., Spiro, R., Anderson, M. (1978). Schemata as scaffolding for the representation of information in connected discourse. American education research journal, 15, 433-440. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28, 117-148. Beane, J. (1993). A middle school curriculum: from rhetoric to reality. (2nd ed.). Columbus, OH: National Middle School Association. Birch, L.L., Marlin, D.W., & Rotter, J. (1984). Eating as the 'Means' Activity in a Contingency: Effects on Young Children's Food Preference. Child development 55(2, Apr): 431-439. EJ 303 231. Bloom, B. (1977). Affective outcomes of school learning. Phi Delta Kappan, 32. 193-198. Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research for education (2nd ed.). Boston: Allyn & Bacon. Bradley, A. (1998). Muddle in the middle. Education week. April 15. Pp. 38-42. Bransford, J. D., & Johnson, M. K. (1973) Considration of some problems of comprehension. In W. Chase (ed.), Visual information processing. New York: Academic Press. Brodhagen, B., Weilbacher, G., & Beane, J. (1992, June). Living in the future: An experiment with an integrative curriculum. Dissemination services on the middle grades. Vol. 23, Num. 9. Bruning, R. H., Schraw, G. J., Ronning, R. R. (1995). Cognitive psychology and instruction. Englewood Cliffs, NJ: Merrill. Butler, R., and M. Nisan. (1986). Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of educational psychology 78(3, June): 210-216. EJ 336 917. Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development. Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development. Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development. Carnegie Council on Adolescent Development. (1996). Great transitions: Preparing adolescents for a new century. New York: Carnegie Corporation. Clark, R. M. (1983). Family life and school achievement: Why poor Black children succeed or fail. Chicago: University of Chicago Press. Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educationl opportunity. Washington, DC: Government Printing Office. Connected Mathematics Project, & Michigan State University (1996) Connected mathematics project. (Web site available at http://www.math.msu.edu/cmp/ on March 2, 2000.) Davis, J. (1972). Teachers, kids, and conflict: Ethnography of a junior high school. in Spradley & McCurdy (Eds.), The cultural experiences (pp. 103-119). SRA. deCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington. Deci, E. L., and R. M. Ryan. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Deci, E. L., Spiegel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behavior of controlling teachers. Journal of educational psychology, 74, 852-859. Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3 & 4), 325-346. Delisle, J. R. & Berger, S. L. (1990) Underachieving Gifted Students. ERIC EC Digest #E478. (Available at http://www.kidsource.com/kidsource/content/underachieving_gifted.html on 9/17/98). Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Dewey, J. (1913). Interest and effort in education. Boston: Houghton-Mifflin Company. Dewey, J. (1933). How we think. Chicago: Henry Regnery. Dewey, J. (1938). Experience and education. New York, NY: Collier Books. Dowdall, C.B. & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted child quarterly, 26, 179-184. Dowty, G. (1997). The development of at-risk children’s self-efficacy for social functioning and interpersonal relationships: A review of the literature and implications for residential interventions. Unpublished paper. Ellis, A. & Fouts, J. (1993). Research on educational innovations. Princeton Junction, NJ: Eye On Education. Emerick, L.J. (1992). Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted child quarterly, 36(3), 140-146. Erikson, F. (1986). Qualitative methods in research on teaching. In M.C. Whitrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 119-161). New York: Macmillan. Fairhurst, A. & Fairhurst, L. (1995). Effective teaching effective learning: Making the personality connection in your classroom. Palo Alto, CA: Davies-Black Publishing. Felner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of the school reform for the middle years. Phi Delta Kappan. March. pp. 528-550. Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of personality and social psychology, 59, 916-924. Fontana, A., & Frey, J. H. (1994). Interviewing: The art of science. In N.K. Denzin & Y.S. Lincoln (eds.), Handbook of Qualitative Research. California: Sage Publications, Inc. Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above-average, and average Black students. Roeper review, 14(3), 130-136. Ford, D. Y. (1995). A study of achievement and underachievement among gifted, potentially gifted, and regular education black students. Storrs, CT: The University of Connecticut, National Research Center on the Gifted and Talented. Ford, D. Y. (1996). Reversing underachievement among gifted black students: promising practices and programs. New York: Teachers College Press. Ford, D. Y., Thomas, A. (1997). Underachievement among gifted minority students: Problems and promises. ERIC digest E544. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education (3rd Ed.). New York: McGraw-Hill, Inc. Gardner, H. (1983). Frames of mind. New York: Basic Books. Gardner, H. (1998). A multiplicity of intelligences. Scientific American presents: exploring intelligence. Winter. Gardner, H. (1999). The disciplined mind. NY, NY: Simon & Schuster. Gatto, J.T. (1996). The public school nightmare: Why fix a system designed to destroy individual thought? Published in Hern, M. (1996). Deschooling our lives. Philadelphia, PA. New Society Publishers. Glaser, B. G., & Strauss, A. L. (1967). Discovery of grounded theory: Strategies for qualitaitve research. Chicago: Aldine. Gleick, J. (1987). Chaos: Making a new science. New York: Viking Press. Glesne, C., & Pshkin, A. (1992). Becoming qualitative researchers: an introduction. New York: Longman. Goodlad, J. (1997). In praise of education. New York: Teachers College Press. Gould, S. J. (1996). The mismeasure of man. NY, NY: W. W. Norton & Company, Inc. Gowan, J. C. (1955). The underachieving child: A problem for everyone. Exceptional children, 21, 247-249, 270-271. Graham, S. (1990). Communicating low ability in the classroom: Bad things good teachers sometimes do. In S. Graham and V. Folkes (Eds.). Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 17-36). Hillsdale, NJ: Erlbaum. Grolnick, W.S., and R.M. Ryan. (1987). Autonomy in Children's Learning: An Experimental and Individual Difference Investigation. Journal of personality and social psychology 52: 890-898. Guba, E.G. & Lincoln, Y. S. (1982). Epistomological and methodological bases of natural inquiry. Educational communication and technology quarterly, 30, 51-78. Hale-Benson, J. (1986). Black children: their roots, culture, and learning styles (2nd ed.). Baltimore, MD: Johns Hopkins University Press. Hough, D., & Irvin, J. L. (1997). Setting a research agenda. In J. L. Irvin (ed), What current research says to the middle level practitioner. Columbus, OH: National Middle School Association. Jacobs, H.H. (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development. Janesick, V.J. (1994). The dance of qualitative research design: Metaphor, methodolatry, and meaning. In N.K. Denzin & Y.S. Lincoln (eds.), Handbook of Qualitative Research. California: Sage Publications, Inc. Kaminsky, J. (1992). A pre-history of educational philosophy in the United States. Harvard educational review. Cambridge, MA: Harvard Press. Summer. Kant, I. (1963). Critique of pure reason (N. Kemp Smith, trans.). London: Macmillan & Co., (Originally published in 1781). Keller, J.M. (1987, Oct.). Strategies for stimulating the motivation to learn. Performance and instruction, 26(8), 1-7. (EJ 362 632) Kohn, A. (1993). Punished by rewards: the trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin. Kohn, A. (1994). The Risks of Rewards. ERIC digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. LeCompte, M.D. (1993). A framework for hearing silence: What does telling stories mean when we are supposed to be doing science? In D. McLaughlin, & W.G. Tierney (Eds.) Naming Silenced Lives: Personal Narratives and the Process of Educational Change. New York: Routledge. LeCompte, M.D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.) San Diego: Academic Press Lepper, M. R. (1988). "Motivational Considerations in the Study of Instruction." Cognition and instruction 5, 4: 289-309. Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In R. Ames and C. Ames (Eds.), Research on motivation in education (Vol. 3): Goals and cognitions (pp. 73-105). San Diego, CA: Academic Press. Lepper, M. R., Greene, D., & Nisbett, R. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the "over-justification" hypothesis. Journal of personality and social psychology, 28, 129-137. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Lincoln, Y.S., & Guba, E.G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New directions for program evaluation, 30, 73-84. Lounsbury, J. H., & Clark, D. C. (1990). Inside grade eight: From apathy to excitement. Reston, VA: National Association of Secondary School Principals. Lounsbury, J. H., & Johnston, J. H. (1985). How fares the ninth grade?: A day in the life of a 9th grader. Reston, VA: National Association of Secondary School Principals. Lounsbury, J. H., & Johnston, J. H. (1988). Life in the three sixth grades. Reston, VA: National Association of Secondary School Principals. Lounsbury, J. H., Marani, J. V. (1964). The junior high school we saw: One day in the eighth grade. Alexandria, VA: Association for Supervision & Curriculum Development. Lounsbury, J. H., Marani, J. V., & Compton, M. F. (1980). The middle school in profile: A day in the seventh grade. Columbus, OH: National Middle School Association. Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six high schools. Harvard educational review, 60, 315-340. Maine Department of Education. (1997). State of Maine Learning Results. Augusta, ME: Author. Maine Department of Education. (1999). Maine schools and Maine youth. Web site. Available at http://janus.state.me.us/education/goodstories.htm on January 13, 2000.McKenzie, F. D. (1993). Equity: A call to action. In G. Cawelti (Ed.). Challenges and achievements of American education (pp 9-18). Alexandria, VA: Association for Supervision and Curriculum Development. Mehan, H., & Villanueva, I. (1993). Untracking low achieving students: Academic and social consequences. In Focus on diversity (Newsletter available from the National Center for Research on cultural Diversity and Second Language Learning, 399 Kerr Hall, University of California, Santa Cruz, CA 95064). Mokros, J. (1994). Math textbooks: Where’s the math? Hands-on! Cambridge, MA: TERC. Spring. Reprinted in The Education Digest. November. Moll, L. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational researcher, 21(2), 20-24. Muir, M. (1994a). Looking at what kids know: a few surprises. Teacher research journal. Fall. Pp. 88-97. Muir, M. (1994b, April). Putting computer projects at the heart of the curriculum. Educational leadership. Vol. 51, Num. 7, 30-32. Muir, M. (1997). But how do I use HyperStudio with kids? Designing and doing curriculum-based projects. Eugene, OR: International Society for Technology in Education. Muir, M. (1998a). Motivating learning: the underachieving learner’s perspective. Unpublished research paper. University of Maine. Muir, M. (1998b). Planning integrative curriculum with skeptical students. Middle school journal. November. Pp. 9-17. Nagel, N. (1996). Learning through real-world problem solving: the power of integrative teaching. Thousand Oaks, CA: Corwin Press, Inc. National Association of Secondary School Principals. (1985). An agenda for excellence at the middle level. Reston, VA: Author. National Center for Educational Statistics. (1999). Condition of Education 1999 report. Available at http://nces.ed.gov/pubs99/condition99/sec-1sub0.html on January 11, 2000 National Center for Student Aspirations (September, 1998) The Maine aspirations benchmarking initiative. Press Release (available at http://www.studentaspirations.org/whats/document/pressr/Webberdoc.html on February 11, 2000).National Commission of Excellence in Education. 1983: A nation at risk: The imperative for educational reform. Washington, D.C.: U.S. Department of Education. National Commission of Music Education. (1991). Growing up complete: The imperative for music education. Reston, VA: Author. National Commission on Social Studies in Schools. (1989). Charting a new course: Social studies for the 21st century. Washington, DC: Author. National Council of Mathematics Teachers. (1989). Curriculum and evaluation standards for school mathematics. Washington, DC: Author. National Education Goals Panel. (1999) Available at http://www.negp.gov/page3-7.htm on January 11, 2000.National Educational Research Policy and Priorities Board (1997). Building Knowledge for a Nation of Learners: A Framework for Education Research. Office of Educational Research and Improvement. (available at http://www.ed.gov/offices/OERI/RschPriority/plan/ on September 25, 1998) National Middle School Association. (1997). A 21st century research agenda: issues, topics & questions guiding inquiry into middle level theory & practice. Columbus, OH: Author. National Middle School Association. (1995). This we believe: developmentally responsive middle level schools. Columbus, OH: National Middle School Association. National Standards For Academic Excellence. (February 13, 1997). available at http://www.ed.gov/updates/PresEDPlan/part2.html on January 13, 2000Nesin, G., & Lounsbury, J. (1999). Curriculum integration: Twenty questions — with answers. Atlanta: Georgia Middle School Association. Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard educational review, 64 (4). Winter. (Available at http://www.edreview.org/issues/harvard94/1994/wi94/w94nieto.htm on September 15, 1998.) Nolen, S., & Nicholls, J. (1994). A place to begin (again) in research on student motivation: Teachers’ beliefs. Teaching and teacher education, 10(1), 57-69. North Central Regional Educational Laboratory. (1997). At risk children and youth. (Web site available at http://www.ncrel.org/sdrs/areas/at0cont.htm on December 11, 1997). Olson, L. (1999, July). Top secret. Education week. (Available at: http://www.edweek.org/ew/1999/42secure.h18 on January 13, 2000.)Papert, S. (1996). The connected family: Bridging the digital generation gap. Marietta, GA: Longstreet Press, Inc. Pate, E., Holmstead, E., & McGinnis, K. (1997). Making integrated curriculum work: teachers, students, and the quest for coherent curriculum. NY, NY: Teachers College Press. Patten, M. J. (1990). Qualitative interviewing. In qualitative evaluation and research design. California: Sage Publications, Inc. Plano Parental Rights Council. (1999). Connected Mathematics Disconnected Parents. World Wide Web. (Available at http://cmpinpisd.freeservers.com/page42.htm on April 5, 2000)Pool, C. (1997). Maximizing learning: A conversation with Renate Nummela Caine. Educatonal leadership. Association for Supervision and Curriculum Development. March. Public Law 85-864. The National Defense Education Act of 1958. 85th Congress, H. R. 13247 Rimm, S. (1984). Underachievemnt.... Or if God had meant gifted children to run our homes, she would have made them bigger, Gifted child today, 31, 26-29. Rimm, S. (1985). Achievement identification measure. Watertown, WI: Educational Assessment Service. Rimm, S. (1986). Underachievement syndrome: Causes and cures. Watertown, WI: Apple Publishing. Rimm, S. (1988). Identifying underachievement: The characteristics approach. Gifted child todat, 11(1), 50-56. Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp.33-58). Hillsdale, NJ: Erlbaum. Sandham, J. (January 20, 1999) Florida Sued Over Educational Adequacy. Education week. Sanjeck, R. (Ed.). (1990). Fieldnotes: The making of anthropology. Ithaca: Cornell University Press. Scales, P. (1996). Boxed in and bored: how middle schools continue to fail young adolescents—and what good middle schools do right. Minneapolis, MN: Search Institute. Schafer, W.E., Olexa, C., & Polk, K. (1970). Programmed for social class: Tracking in high school. Unpublished paper. Schank, R. & Cleary, C. (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In R. Ames and C. Ames (Eds.), Research on motivation in education (Vol. 3): Goals and cognitions (pp. 13-43). San Diego, CA: Academic Press. Schunk, D. H. (1996). Learning theories (2nd ed.; ch. 3). Englewood Cliffs, NJ: Merrill. Seidman. I.E. (1991). Interviewing as qualitative research. New York: Teachers College Press. Smith, H., Wigginton, E., Hocking, K., & Jones, R. E. (1991). Foxfire Teacher Networks. As reprinted in Liebermann, A. (1991). Staff development for education in the '90's. New York, New York: Teachers College Press. Smith, W. H. (1915). All the children of all the people: A study of the attempt to educate everybody. New York, NY: The Macmillan Company. Southern Regional Education Board’s Middle Grades Education Initiative (1998). Education’s Weak Link: Student Performance in the Middle Grades. Atlanta, GA: author. Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart, and Winston. Stake, R. E. (1994). Case studies. In N.K. Denzin & Y.S. Lincoln (eds.), Handbook of Qualitative Research. California: Sage Publications, Inc. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Sternberg, R. (1997). What does it mean to be smart? Educational leadership. v54 n6 p20-24 Mar 1997. Stevenson, C. (1992). Teaching ten to fourteen year olds. White Plains, NY: Longman Straus, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Strauss, R. J. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press. Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner-city families. Portsmouth, NH: Heinemann. Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings (2nd ed.) New York: Wiley. Tompkins, T. (1960). What’s new at the National Association of Secondary School Principals? National Association of Secondary School Principals Bulletin, 44 (2), 44-45. U.S. Department of Education Mathematics and Science Expert Panel. (1999). Exemplary and promising mathematics programs. (Web site available at http://www.enc.org/ed/exemplary/ on March 2, 2000.) Vars, G. (2000). News of NACC members. The Core Teacher, 50 (1), 3. von Glasersfeld, E. (1991). Introduction. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (xiii-xx). Dordrecht, The Netherlands: Kluwer. Weiner, B. (1984). Principles of a theory of student motivation and their application within an attributional framework. In R. Ames and C. Ames (Eds.), Research on motivation in education (Vol. 1): Student motivation (pp. 15-38). San Diego, CA: Academic Press. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychologyical Review, 92(4), 548-573. Wheelock, A., & Dorman, G. (1988). Before it’s too late: Dropout prevention in the middle grades. (A report by the Massachusetts Advocacy Center, 76 Summer Street, Boston, MA 02110 and the Center for Early Adolescence, Suite 223, Carr Mill Mall, Carrboro, NC 27510). Whitmore, J. F. (1980). Giftedness, conflict and underachievement. Boston: Allyn and Bacon. Whyte, W. F. (1984). Learning from the field: A guide from experience. Beverly Hills, Ca: Sage. Wigginton, E. (1985). Sometimes a shining moment: the Foxfire experience. Garden City, NY: Anchor Books. Wigginton, E. (Ed.) (1972). The Foxfire book. Garden City, NY: Anchor Books. Wilhelm, J. (1997). You Gotta Be the Book: Teaching Engaged and Reflective Reading with Adolescents. New York: Teachers College Press. Williams, B. (Ed.) (1996). Closing the achievement gap: A vision for changing beliefs and practices. Alexandria, VA: Association for Supervision and Curriculum Development. Wlodkowski, R.J. (1981). Making sense our of motivation: A systematic model to consolidate motivational constructs across theories. Educational psychologist, 16(2), 101-110. Wurman, R.S. (1989) Information anxiety. New York: Doubleday. |
|
|
Send questions or comments to wilder@somtel.com Last updated April 25, 2001 |
Assistant Professor of Education University of Maine at Farmington 104 Main Street Farmington, ME 04938 207.778.7179 wilder@somtel.com http://violet.umf.maine.edu/~mmuir |