Peer review has become commonplace in composition courses and is increasingly employed in the con... more Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instructionwere held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review.
AN ANALYSIS OF SELF-REGULATED LEARNING STRATEGIES, ACADEMIC PERFORMANCE, AND SATISFACTION AMONG R... more AN ANALYSIS OF SELF-REGULATED LEARNING STRATEGIES, ACADEMIC PERFORMANCE, AND SATISFACTION AMONG RECENT ONLINE HIGH SCHOOL GRADUATES Jenifer Lee Price Old Dominion University, 2017 Director: Dr. Tian Luo Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data in this study. There were three main findings in this study. Fir...
Social influences on classroom learning have a long research tradition and are critical component... more Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman's theory of self-regulated learning (2008) and Hadwin's conceptual framework of socially-shared regulation of learning (2018) emerge from teachers' support of student-centered instruction. We purposely selected two proficient teachers for more extensive observations focused on student behaviors in teams. The observation instruments afford us a means of advancing research and practice with respect to how teamwork may elicit self-and socially-shared regulation of learning strategies. Consistent with previous findings, the teachers we observed seem to have made many pedagogical moves to explicitly prompt self-and team monitoring of learning during engagement with course content yet provided fewer opportunities for students to think through the planning and evaluation processes. These findings suggest the cooperative learning model implemented in these classrooms provides support for students' co-and socially-shared regulation of learning.
This article discusses issues and strategiesfor program evaluation particularly useful for commun... more This article discusses issues and strategiesfor program evaluation particularly useful for community-based organizations (CBOs) involved in the development and implementation of HIV prevention programs for women. The approach the authors present is an extension of a traditional public health paradigm suggested for use in the development and evaluation of violence prevention programs. This study incorporates Becker's Health Belief Model, which provides a framework for viewing the influence of various psychosocial variables on healthrelated behavior, into this development and evaluation paradigm. Factors influencing the successful development and evaluation of HIV prevention programs for women are reviewed and discussed. The purpose of this article is to provide some guidance to CBOs to strengthen their evaluation strategies and to encourage their use of evaluation during all phases of program development and implementation.
Increased demands for accountability have placed an emphasis on assessment of student learning ou... more Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that investigates the relationship between student motivation, effort, and performance on low-stakes tests is warranted as these tests are increasingly being used to make judgments about the quality of student learning. This quasi-experimental study was conducted at a public mid-sized university with 87 undergraduate students enrolled in four 100-level general education courses. The researchers examined the effects of motivational prompts on student motivation, effort, and performance on a low-stakes test. Results indicated that motivational condition had a significant effect on students’ performance as measured by total mean scores on a low-stakes stand...
Educational Technology Research and Development, 2016
This paper presents results from an experimental study that examined embedded strategy prompts in... more This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on application-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance, all of which are common attributes of an academically successful learner.
International Electronic Journal of Mathematics Education
The extent to which four novice teachers assigned to an urban high-poverty school implemented the... more The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the Principles. The remaining three teachers fell short in the implementation and direction of the Principles. Detailed descriptions of the pedagogical practices of the teachers are provided.
This paper uses a multi-level model to identify course variables that affect the relationship bet... more This paper uses a multi-level model to identify course variables that affect the relationship between study activities and achievement. Data on course characteristics were collected from 12 high school biology classes, and study activity and achievement measures were collected from 136 students enrolled in these classes. The results indicate that more extensive feedback on quizzes was associated with increases in the relationship between effort management study activities and achievement. However, feedback on homework was linked to decreases in the effectiveness of both effort management and autonomous management study strategies. The provision of extra time for student questions during teacher-led reviews increased the effectiveness of autonomous management strategies. Finally, increases in the number of content categories on the teachers' test led to a decrease in the relationship between memory augmentation strategies and achievement. The findings suggest that a multi-level a...
While research illustrates the benefits of interventions designed to improve self-regulated learn... more While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.
There is increasing concern among educators about the disparities that exist among ethnic groups ... more There is increasing concern among educators about the disparities that exist among ethnic groups in mathematics achievement. There is no simple explanation for the achievement gap. However, it is important to recognize that the achievement gap is not a result of membership in any group, but is instead a result of the conditions of education (Thompson & O’Quinn, 2001). Consequently, a variety of school, community, and home factors seem to underlie or contribute to the gap. For example, the lower mathematics achievement levels of minority students, particularly Black students, may be indicative of the curriculum and instruction these students receive (Lubienski, 2003). Other researchers have highlighted differences in teachers’ expectations of students as a function of race, gender, and social class which influence achievement (Berry, 2004; Ferguson, 1998). However, there are few studies that have surveyed educators to explore their explanations of the achievement gap in mathematics. ...
Teachers' self-reported assessment practices and the influence of teaching experience, grade... more Teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices were explored in this study. Questionnaires were administered to 893 teachers in 34 schools. Teachers reported using performance ...
Peer review has become commonplace in composition courses and is increasingly employed in the con... more Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements—course content, assignments, demands, and classroom instruction— were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable ...
There are many individuals that have been supportive in the completion of this dissertation. The ... more There are many individuals that have been supportive in the completion of this dissertation. The members of my committee at Old Dominion have been guiding lights and I extend my thanks to them for their many hours of work. Dr. Gary Morrison guided me as my advisor until his retirement and continued on my committee post retirement. I am honored to be your last student. I am also thankful that you agreed to see me through to the end. Dr. Linda Bol and Dr. Jill Sefaniak have guided as co-directors of my committee. Thank you both for your constructive and quick feedback. My colleagues and friends at UNCW have also contributed to the successful completion of this work. I extend my appreciation to them for their support and assistance. Mrs. Sheri Conklin has been my partner in crime for too many years to count. Thank you for being the other half of my brain. Dr. Florence Martin has mentored me through my first few research studies. Thank you for your patience and dedication. A special thank you to all of my colleagues that participated in this study or listened to me talk about it over the past year and a half. My family has provided support in too many ways to mention. I want to thank my parents, Don and Pat Allred, for their belief and support through all of my degrees. They never realized that I would be in college until I was forty-three. I promise that I am done. To my extended family, particularly Susan and Ron Singletary, thank you for your support and guidance as well. You all are the best cheerleaders. Thank you to my wonderful husband, Christian, for your support and putting up with me throughout this process. I love you.
This study was conducted to explore the relationship between teachers' stated instructional objec... more This study was conducted to explore the relationship between teachers' stated instructional objectives, students' study skill deficiencies, and the kinds of assessment items found on tests and other course documents. High school biology teachers (N=10) were interviewed individually about their teaching philosophie.5 and practices. Responses were aligned with the types of items that appear on their tests and on other course materials. Teachers' student learning goals and the specific type of study skills they reported students to be deficient in were categorized. Test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their s'udents to develop a general interest in and understanding of the .tbject area and its real world applications. They also wanted thP,.r students to develop higher-order study skills by interpreting information, managing their time and effort, and thinking critically. But their assessment practices did not support these goals. On average, over half of both test and practice items required only basic knowledge, while almost none required application. Nearly two-thirds of test questions were recognition items. (Contains 24 references.) (LL)
The Study Activity Questionnaire (SAQ) was administered to 83 college students who were 'enrolled... more The Study Activity Questionnaire (SAQ) was administered to 83 college students who were 'enrolled in either an introductory research methods course or an introductory statistics course in the college of education at one university. At the beginning of the term the students were asked to complete the SAQ with reference to how they typically studied (pretest), and at the end of term they responded to the questionnaire with reference to how they studied for the target course (posttest).
EJ602580 - Using Whole-School Restructuring Designs To Improve Educational Outcomes: The Memphis ... more EJ602580 - Using Whole-School Restructuring Designs To Improve Educational Outcomes: The Memphis Story at Year 3.
Peer review has become commonplace in composition courses and is increasingly employed in the con... more Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instructionwere held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review.
AN ANALYSIS OF SELF-REGULATED LEARNING STRATEGIES, ACADEMIC PERFORMANCE, AND SATISFACTION AMONG R... more AN ANALYSIS OF SELF-REGULATED LEARNING STRATEGIES, ACADEMIC PERFORMANCE, AND SATISFACTION AMONG RECENT ONLINE HIGH SCHOOL GRADUATES Jenifer Lee Price Old Dominion University, 2017 Director: Dr. Tian Luo Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data in this study. There were three main findings in this study. Fir...
Social influences on classroom learning have a long research tradition and are critical component... more Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman's theory of self-regulated learning (2008) and Hadwin's conceptual framework of socially-shared regulation of learning (2018) emerge from teachers' support of student-centered instruction. We purposely selected two proficient teachers for more extensive observations focused on student behaviors in teams. The observation instruments afford us a means of advancing research and practice with respect to how teamwork may elicit self-and socially-shared regulation of learning strategies. Consistent with previous findings, the teachers we observed seem to have made many pedagogical moves to explicitly prompt self-and team monitoring of learning during engagement with course content yet provided fewer opportunities for students to think through the planning and evaluation processes. These findings suggest the cooperative learning model implemented in these classrooms provides support for students' co-and socially-shared regulation of learning.
This article discusses issues and strategiesfor program evaluation particularly useful for commun... more This article discusses issues and strategiesfor program evaluation particularly useful for community-based organizations (CBOs) involved in the development and implementation of HIV prevention programs for women. The approach the authors present is an extension of a traditional public health paradigm suggested for use in the development and evaluation of violence prevention programs. This study incorporates Becker's Health Belief Model, which provides a framework for viewing the influence of various psychosocial variables on healthrelated behavior, into this development and evaluation paradigm. Factors influencing the successful development and evaluation of HIV prevention programs for women are reviewed and discussed. The purpose of this article is to provide some guidance to CBOs to strengthen their evaluation strategies and to encourage their use of evaluation during all phases of program development and implementation.
Increased demands for accountability have placed an emphasis on assessment of student learning ou... more Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that investigates the relationship between student motivation, effort, and performance on low-stakes tests is warranted as these tests are increasingly being used to make judgments about the quality of student learning. This quasi-experimental study was conducted at a public mid-sized university with 87 undergraduate students enrolled in four 100-level general education courses. The researchers examined the effects of motivational prompts on student motivation, effort, and performance on a low-stakes test. Results indicated that motivational condition had a significant effect on students’ performance as measured by total mean scores on a low-stakes stand...
Educational Technology Research and Development, 2016
This paper presents results from an experimental study that examined embedded strategy prompts in... more This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on application-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance, all of which are common attributes of an academically successful learner.
International Electronic Journal of Mathematics Education
The extent to which four novice teachers assigned to an urban high-poverty school implemented the... more The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the Principles. The remaining three teachers fell short in the implementation and direction of the Principles. Detailed descriptions of the pedagogical practices of the teachers are provided.
This paper uses a multi-level model to identify course variables that affect the relationship bet... more This paper uses a multi-level model to identify course variables that affect the relationship between study activities and achievement. Data on course characteristics were collected from 12 high school biology classes, and study activity and achievement measures were collected from 136 students enrolled in these classes. The results indicate that more extensive feedback on quizzes was associated with increases in the relationship between effort management study activities and achievement. However, feedback on homework was linked to decreases in the effectiveness of both effort management and autonomous management study strategies. The provision of extra time for student questions during teacher-led reviews increased the effectiveness of autonomous management strategies. Finally, increases in the number of content categories on the teachers' test led to a decrease in the relationship between memory augmentation strategies and achievement. The findings suggest that a multi-level a...
While research illustrates the benefits of interventions designed to improve self-regulated learn... more While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.
There is increasing concern among educators about the disparities that exist among ethnic groups ... more There is increasing concern among educators about the disparities that exist among ethnic groups in mathematics achievement. There is no simple explanation for the achievement gap. However, it is important to recognize that the achievement gap is not a result of membership in any group, but is instead a result of the conditions of education (Thompson & O’Quinn, 2001). Consequently, a variety of school, community, and home factors seem to underlie or contribute to the gap. For example, the lower mathematics achievement levels of minority students, particularly Black students, may be indicative of the curriculum and instruction these students receive (Lubienski, 2003). Other researchers have highlighted differences in teachers’ expectations of students as a function of race, gender, and social class which influence achievement (Berry, 2004; Ferguson, 1998). However, there are few studies that have surveyed educators to explore their explanations of the achievement gap in mathematics. ...
Teachers' self-reported assessment practices and the influence of teaching experience, grade... more Teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices were explored in this study. Questionnaires were administered to 893 teachers in 34 schools. Teachers reported using performance ...
Peer review has become commonplace in composition courses and is increasingly employed in the con... more Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements—course content, assignments, demands, and classroom instruction— were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable ...
There are many individuals that have been supportive in the completion of this dissertation. The ... more There are many individuals that have been supportive in the completion of this dissertation. The members of my committee at Old Dominion have been guiding lights and I extend my thanks to them for their many hours of work. Dr. Gary Morrison guided me as my advisor until his retirement and continued on my committee post retirement. I am honored to be your last student. I am also thankful that you agreed to see me through to the end. Dr. Linda Bol and Dr. Jill Sefaniak have guided as co-directors of my committee. Thank you both for your constructive and quick feedback. My colleagues and friends at UNCW have also contributed to the successful completion of this work. I extend my appreciation to them for their support and assistance. Mrs. Sheri Conklin has been my partner in crime for too many years to count. Thank you for being the other half of my brain. Dr. Florence Martin has mentored me through my first few research studies. Thank you for your patience and dedication. A special thank you to all of my colleagues that participated in this study or listened to me talk about it over the past year and a half. My family has provided support in too many ways to mention. I want to thank my parents, Don and Pat Allred, for their belief and support through all of my degrees. They never realized that I would be in college until I was forty-three. I promise that I am done. To my extended family, particularly Susan and Ron Singletary, thank you for your support and guidance as well. You all are the best cheerleaders. Thank you to my wonderful husband, Christian, for your support and putting up with me throughout this process. I love you.
This study was conducted to explore the relationship between teachers' stated instructional objec... more This study was conducted to explore the relationship between teachers' stated instructional objectives, students' study skill deficiencies, and the kinds of assessment items found on tests and other course documents. High school biology teachers (N=10) were interviewed individually about their teaching philosophie.5 and practices. Responses were aligned with the types of items that appear on their tests and on other course materials. Teachers' student learning goals and the specific type of study skills they reported students to be deficient in were categorized. Test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their s'udents to develop a general interest in and understanding of the .tbject area and its real world applications. They also wanted thP,.r students to develop higher-order study skills by interpreting information, managing their time and effort, and thinking critically. But their assessment practices did not support these goals. On average, over half of both test and practice items required only basic knowledge, while almost none required application. Nearly two-thirds of test questions were recognition items. (Contains 24 references.) (LL)
The Study Activity Questionnaire (SAQ) was administered to 83 college students who were 'enrolled... more The Study Activity Questionnaire (SAQ) was administered to 83 college students who were 'enrolled in either an introductory research methods course or an introductory statistics course in the college of education at one university. At the beginning of the term the students were asked to complete the SAQ with reference to how they typically studied (pretest), and at the end of term they responded to the questionnaire with reference to how they studied for the target course (posttest).
EJ602580 - Using Whole-School Restructuring Designs To Improve Educational Outcomes: The Memphis ... more EJ602580 - Using Whole-School Restructuring Designs To Improve Educational Outcomes: The Memphis Story at Year 3.
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