Annotated Bibliography (Homework & Motivation) - Steven, Amadeus, Tania

Annotated Bibliography

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.

• Flipped classrooms allow students to do the preparatory work ahead of the class, easing the cognitive load via a self-paced study process. Thus, it might decrease the homework load significantly since most of the work will be done in class.

Bembenutty, Héfer, and Marie C. White."Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences 24 (2013): 83-88.

• Homework and self-regulation increase the academic success of students, thereby increasing their motivation to do the homework.

Calderwood, C., Ackerman, P. L., & Conklin, E. M. (2014). What else do college students “do” while studying? An investigation of multitasking. Computers & Education, 75, 19-29.

• The longer students study for or do work for, the more likely they will be distracted and less effective.

Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of educational psychology, 90(1), 70.

• Class grades, for lower grades, were predicted only by standardized test scores and the proportion of homework completed by students. Thus, the more homework students do, the higher mark they will get.

Hong, E., Milgram, R. M., & Rowell, L. L. (2004). Homework motivation and preference: A learner-centered homework approach. Theory into practice, 43(3), 197-204.

• Homework can be damaging to the development of students however when implemented properly they can be an effective tool to assess and help with students learning process.

Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary educational psychology, 48, 1-15.

• Students who have experienced the benefits of completing homework in a proper manner will be more likely and motivated to do homework.

Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376-396.

• Different types of parental involvement in homework can affect student’s motivation to do the homework.

Hancock, D. R. (2002). Influencing graduate students' classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95.

• If students are exposed to verbal praise by the teacher, they are more motivated and spend more time on their homework.

Katz, I., Kaplan, A., & Buzukashvily, T. (2011). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21(4), 376-386.

• Parents involvement in their children's homework and parents motivation will affect students motivation towards homework.

Katz, I., Kaplan, A., & Gueta, G. (2009). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78(2), 246-267.

• Teacher support for those students with a higher need will be much more profound than the same level of support for students with less need.

Pascarella, A. M. (2004, April). The influence of web-based homework on quantitative problem-solving in a university physics class. In Proc. NARST Annual Meeting.

• Different types of homework will affect students ability to either guess or think through a homework question.

Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.

• Homework motivation varied primarily as a function as the students shared perception of homework quality and control.

Urhahne, D. (2015). Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and Teacher Education, 45, 73-82.

• Students underestimated (by teacher) in test performance showed lower motivation and emotion than students overestimated in test performance.

Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy.

• Students with higher test scores show an improved behaviour =, specifically in the reduction in absenteeism.

Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171.

• Students with teachers who showed high mastery of their subject were more motivated to do their homework.

Gorozidis, G., & Papaioannou, A. G. (2014). Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1-11.

• If teachers are highly motivated, it is more likely to give out innovative forms of assessment and are less reliant on the mundane ways of giving homework.

(Oct. 12 in-class writing): What makes you feel welcome or less-than-welcome in a class or subject?

One thing that makes me feel welcomed into a class is when I can see teachers make effort to remember students names right from the start. On top of that, asking the opions of students also makes the classroom more welcoming. Specifically, even though asking for feedbacks are important for teaching purposes anyways, the feedbacks themselves will make students feel that they are valued. Another minor but significant thing is that the classroom will be open and available for students to eat lunch and hang out in during break/lunch time. On top of that, it would be very helpful if the teacher can sit in the classroom, not all the time, every once a while to interact with the kids. All and all, I personally feel the teacher's relationship with students is independent of the subject or how hard the subject is.

Exit Slip - Tania/Amadeus/Steven's guiding questions

Identifying
1) a topic area
2) two or three guiding questions

Research
3) what has been learned about this already
- academic papers or books
- practioner articles
- the press and popular culture

4) making contact with the reason world.

Presentation
- slide
- bibliography resource list
- interactive activity for class

GUIDING QUESTIONS: 

How does motivation affect learning
What is teacher's motivation/goal to asign hw
What is the motivation for students to do hw
Does the type of relationship bewteen teacher and student affect students' motivation to do hw
Manditory hw vs optional hw --> integrity . motivation to do hw
hw load --> grade (wts the right balance?) 

Entrance Slip - Embodiment/Aesthetics

I think embodied learning can be incorporated in sciences in general. In fact, I see great potential in using them. A lot of times, the sciences are very theoretical in natural, and it is very hard for students to visualize the content and concepts; therefore having a difficult time understanding and/or growing an interest towards it. For instance, as the article suggested, by adding some aesthetic example, the students may pick up on the WHY part much more quickly than a boring proof or paragraphed. I would love to incorporate 'fancier' examples or demos that triggers the sense of students, hoping to get their interests higher. However, I don't necessary think movement will help too much. I could just be my misinterpretation of the word movement or simply a lack of knowledge. Perhaps movement will help in teaching physics? I just can't think of examples where movement will help in specific manners in subjects like bio or chem.

Exit Slip - Inquiry Question/Topic

I want to focus on the concept of motivation. I think that in general students will take more ownership and proactivity if the they are motivated. That being said, the question then becomes how can we as teachers to promote and invoke the motivation within students. Based off of the first journal entry, many components can play a factor. How can we help students find their own interest? Does the envrionment help (place-based-learning)? Does the poeple they are friends with help with creating a positive mentality or attitude towards the learning subject? Once more knowledge is gained in those areas, the next step would be figuring out how we can facilitate and prompt certain settings so that the students can be more interested and motivated. On the contrary, what kind of factors demotivate students or make students loose interest? Grade? Family? Hobbies? Pre-determined biases?

Entrace Slip - Grade

My views and thoughts in regard to grades are rather conflicted. As a student in high school, I absolutely loved report card day. That is because my academic performance has always been among the top. However, at the same time, I know many people who hated those report card days for the opposite reason in terms of academic performance. Thinking from the perspective of a teacher however, I feel giving out assessment is crucial for the development of students. The question then becomes whether giving out letter grades is the best option. I think letter grade works brilliantly as a tool for segregation and categorization. Letter grade will make those who are self-motivated or competitive, such as myself, work harder, and find the acknowledgement in the form of letter grade rewarding. At the same time, it will discourage those who doesn't feel the same way. Regardless, it will form a categorization among the students - the "smart" ones and those who aren't. Right now, I really can't see teaching Math or Science, specifically, without incorporating some sort of statistical and numerical assessment. In both subjects, things are very structured, and empirical measurement is important.

Exit Slip: Role of Media in Classroom

Media plays a huge role in modern education. Media influence range from social network to news and blog. I think it is really important that students have proper education in regard to media. Media is very powerful because it impose a type of control and social norm over not only students, but adults as well. What people suppose to look like, act like, and other stereotypes that may or may not be healthy. I am not here to say that media is all bad, its power can be used in the appropreiate manner. And when it does, the effect can be very beneficial. Examples can be using social media to spread words of positivity, hope, or motivation. However, I think it is safe to say that the majority of the media seem to have negative effect on the general population, whether its giving out biased information, or distorting facts. Hence, students should be given the proper training in how to interpret various information from the media.