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Resources for Students

Summer 2008 Classes

Ed P & L 885.01  Educational Leadership: Early Childhood/Elementary

Ed P & L 885.02  Educational Leadership: Middle Childhood/Secondary

 

 

Previous Classes

Ed P & L 885.01  Educational Leadership: Early Childhood/Elementary

Ed P & L 851: College Teaching (see Carmen class website for details) 

 

Ed P & L 925.50: Research Seminar

Ed P & L 885.02  Educational Leadership: Middle Childhood/Secondary

Ed P & L 851: College Teaching  

 

Ed P & L 797: Cooperative Learning

Ed P & L 925.50: Seminar on Teacher Knowledge and Beliefs  syllabus

Ed P & L 718: Pedagogical Studies 

Ed P & L 803: Psych Perspectives on Teaching, & Teacher Education 

Ed P & L 925.50: Seminar: Self-Efficacy in Teaching and Learning

 

Ed P & L 925.5:  Motivation in Teaching and Learning II: Classroom Applications  

 

Ed P & 718 (MEd. Section): Pedagogical Studies 

 

 

Resources for Students

*  Elements of a good dissertation proposal (from Professor Frank Pajares)

*  Resources for graduate students (from Professor Frank Pajares)

* A guide to creating your vita (from Professor Frank Pajares)

*  A guide to APA style (from Professor Frank Pajares)

*  An observation guide for looking and listening in classrooms.

*  A list of common errors in writing

*  Professional organizations and useful websites:

http://www.apa.org/students/ American Psychological Association Student page
http://www.apa.org/journals/faq.html Frequently asked questions about APA style
http://www.apastyle.org/elecsource.html Citing electronic media in APA style
http://www.aera.net/ American Educational Research Association
http://www.ohiolink.edu Ohio Link: online library for Ohio State

 

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The Ohio State University                                                                                   College of Education

EDU P & L: 925.50

SEMINAR: SELF-EFFICACY IN TEACHING AND LEARNING

Spring 2003

For a copy of this syllabus, click here

Professor: Anita Woolfolk Hoy hoy.17@osu.edu
Office: Ramseyer 159 Home Phone: 488-5064
Phone: 292-3774 www.coe.ohio-state.edu/ahoy
FAX: 292-7900 Mailbox in Ramseyer 141
Class: Ramseyer 359 Tuesdays 1:30-3:48 PM

Description

This is a true seminar examining the construct of self-efficacy, an element of social cognitive theory of learning and motivation. We will consider self-efficacy primarily as it pertains to teaching and learning in K-12 classrooms, thus we will focus on self-efficacy and academic achievement, teacher efficacy, and collective teacher efficacy.

Objectives: Students will

  1. Explore the role of self efficacy in learning and motivation;

  2. Sample the range of methods and models that have been applied to study self, teacher, and collective efficacy;

  3. Develop expertise in one area of research on self-efficacy;

  4. Propose and elaborate studies of self-efficacy in educational settings.

Text

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company.

Outline of book by Professor Gio Valiante, Rollins College.

Readings as specified in schedule

Schedule and Readings

4/1    Overview

Visit Frank Pajares’ Website: http://www.emory.edu/EDUCATION/mfp/effpage.html

4/8    Theoretical Perspectives: The Nature, Structure, and Sources of Self-Efficacy

TEXT: Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company.

Chapters 1-3

 

Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social and Personality Psychology, 71, 549-570.
 

4/15    Measuring Self-Efficacy

Bandura, A. (2001, March). Guide for constructing self-efficacy scales.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.

Gibson, S. & Dembo, M., (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology 76, 569-582.

Burke-Spero, R., & Woolfolk Hoy, A. (submitted). The need for thick description: A qualitative investigation of developing teacher efficacy.

4/22   AERA: Work on Literature Review

Cybulski, T. (2003). Economic resources and school processes: Investigating the mediating influence of collective teacher efficacy on fiscal efficiency and student achievement. Dissertation proposal, The Ohio State University, Columbus, OH.

Klassen, R. (2003). Motivation beliefs of Indo-Canadian and Anglo-Canadian early adolescents: A cross-cultural investigation of self- and collective efficacy. Dissertation, Simon Fraser University,  Canada. references

4/29   Development of Efficacy

TEXT: Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company. Chapters 4- 5

Gaskill, P. J., & Woolfolk Hoy, A. (2002). Self-Efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson & D. Cordova (Eds.), Improving education: Classic and contemporary lessons from psychology (pp. 183-206). New York: Academic Press.

5/6   Self-Efficacy and Learning

TEXT: Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company. Chapter 6.

Pajares, F., & Valiante, G. (2001). Influence of self-efficacy on elementary students’ writing. Journal of Educational Research, 90, 353-360.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-122.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 533-578.

5/13   Teachers’ Sense of Efficacy (LITERATURE REVIEW DUE)

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.

Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Bropy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). Greenwich, CT: JAI Press.

Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5-22.

5/20   Teachers Sense of Efficacy II

Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17, 819-836.

Milner, H. R., & Woolfolk Hoy, A. (2003). Teacher self-efficacy and retaining talented teachers: A case study of an African American teacher. Teaching and Teacher Education, 19, 263-276.

Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. JCLP/In Session: Psychotherapy in Practice, 56, 595-606.

Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5-yearr perspective. Journal of Science Education and Technology, 10, 181-187.

Woolfolk Hoy, A., & Burke-Spero, R. (submitted for publication). Changes in teacher efficacy during the early years of teaching: An exploratory study. table 3. tables 4 & 5. Figure 1.Figure1.pdf

 

5/27   Collective Teacher Efficacy

TEXT: Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company. Chapters 10-11.

Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37, 479-507.

Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (submitted for publication). Collective efficacy: Theoretical developments, empirical evidence, and future directions.

Goddard, R.D. & Goddard, Y.L. (2001). A multilevel analysis of teacher and collective efficacy. Teaching and Teacher Education, 17, 807-818.

AERA 2003 paper by John Ross:  http://www.oise.utoronto.ca/field-centres/vita.htm

6/3   Research Proposals (PROPOSALS DUE)

Evaluation

Your course grade will be determined based upon:

Review of the literature in one area of research on self-efficacy. (45% of grade, DUE 5/13)

Quality of participation in class discussions. (10% of grade)

Research proposal. (45% of grade, DUE 6/3).

Options:

 

  1. an experimental or quasi-experimental study of self-efficacy (student, or teacher).
  2. development of an instrument or procedure for assessing self, teacher, or collective efficacy.
  3. a proposed model of efficacy leading to researchable questions.
  4. design an alternative (clear with me by mid-quarter).

THE PROJECT MUST PERTAIN DIRECTLY TO THE ISSUES, IDEAS, AND READINGS FROM THIS COURSE.

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The Ohio State University                                                                  College of Education

 

EDU P & L: 803

PSYCHOLOGICAL PERSPECTIVES ON

TEACHING, TEACHERS, AND TEACHER EDUCATION

Spring 2003

For a copy of this syllabus, click here

Professor: Anita Woolfolk Hoy hoy.17@osu.edu
Office: Ramseyer 159 Home Phone: 488-5064
Phone: 292-3774 www.coe.ohio-state.edu/ahoy
FAX: 292-7900 Mailbox in Ramseyer 141
Class: Ramseyer 166 Wednesdays 7:10—10:18

Description

This course examines psychological theory and research on classroom learning, teaching, and teachers and considers the implications of this research for teacher education. We will consider the early research on effective teaching, large-scale observation studies, qualitative and case studies, cognitive studies of teacher knowledge and thinking, and ethnographic studies of classrooms. Activities in our class may include discussion, analysis of cases and videotapes, examination of your own experiences in schools, presentations, cooperative projects, debates, and other activities.

Objectives: Students will

  1. Explore the role of educational psychology in teacher preparation;
  2. Sample the range of methods and models that have been applied to study learning, teachers, and teaching in classrooms;
  3. Develop, challenge, and expand personal understandings of learning and teaching;
  4. Synthesize the research on one aspect of teaching and teachers.

Texts

Recommended:

Richardson, V. (Ed.) (2001). Handbook of research on teaching (4th edition). Washington, D.C.: American Educational Research Association.

Some Resources on Teacher Quality and Student Learning 

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8, 1-48. Available at http://epaa.asu.edu/epaa/v8n1/

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center. 

Readings as specified in schedule.

Schedule and Readings

Some of the optional readings are from the Berliner, D. & Calfee, R. (Eds.) (1996). Handbook of educational psychology. New York: Macmillan or Woolfolk, A. E. (2001). Educational psychology (8th ed.) Boston: Allyn & Bacon, available in the reference section of Library. These are lengthy but current summaries.

4/2 Reviews of Learning

The following optional resources are good reviews of learning.

  1. Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.

  2. Mayer, R. E. (1996). Learners as information processors: Legacies and limitations of educational psychology’s second metaphor. Educational Psychologist, 31, 1151-162.

  3. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375

  4. Woolfolk, A. E. (2001). Educational psychology (8th ed.) Boston: Allyn & Bacon. Chs. 6, 7, 8. 9.

4/9 Methods and Paradigms

  1. Shulman, L. S. (1986). Research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan Publishing Company.

  2. Good, T. (1988). Observational research…Grounding theory in classrooms. Educational Psychologist, 23, 375-379.

  3. Gage, N. L. (1989). The paradigm wars and their aftermath: A historical sketch of research on teaching since 1989. Educational Researcher, 18(7). 4-10.

  4. Optional: Eisenhart, M., & Borko, H. (1993). Designing classroom research: Themes, issues, and struggles. Boston: Allyn and Bacon. Chapters 1-4

  5. APA Monitor special section on Psychology in Education:         http://www.apa.org/monitor/sep02/psychtoc.html

4/16 Research on Teaching: The Beginning [Notes]

  1. Good, T. & Grouws, D. (1979). The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. Journal of Educational Psychology, 71, 355-362.

  2. Rosenshine, B. (1986, April). Synthesis or research on explicit teaching. Educational Leadership, 60-69.

  3. Rosenshine, B. & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). New York: Macmillan Publishing Company.

  4. Optional: Gage, N. L., & Needels, M. (1989). Process-product research on teaching: A review of criticism. Elementary School Journal, 89, 253-300.

4/23 Research on Classroom Management (AERA)

  1. Evertson, C. M., & Emmer, E. T. (1982). Effective classroom management at the beginning of the school year in junior high school classes. Journal of Educational Psychology, 74, 485-498.

  2. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112

  3. Optional: Woolfolk, A. E. (1998). Educational psychology (8th ed.) Boston: Allyn & Bacon. Chapter 12.

4/30 Recent Syntheses of Research

  1. Floden, R. E. (2001). Research on effects of teaching: a continuing model for research on teaching. Handbook of research on teaching (4th ed., pp. 3-16). Washington, DC: American Educational Research Association.

  2. Nuthall, G., & Alton-Lee, A. (1990). Research on teaching and learning: Thirty years of change. Elementary School Journal, 90, 546-570.

5/7 Rediscovering Students: What Are They Doing While We are Teaching? (EXAM DUE)

  1. Nuthall, G. (1999). The way students learn: Acquiring knowledge for an integrated science and social studies unit. Elementary School Journal, 99, 303-341.

  2. Greeno, J. (1997). Theories and practices of thinking and learning to think. American Journal of Education, 106, 85-.126.

  3. Optional: Shuell, T. (1996). Teaching and learning in classroom contexts. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 726-764). New York: Macmillan.

5/14 Talking and Listening to Students

  1. Nuthall, G. (1996). Commentary: Of learning and language and understanding the complexity of the classroom. Educational Psychologist, 31, 207-214.

  2. Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 333-357). Washington, DC: American Educational Research Association.

  3. Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), The international handbook of teachers and teaching (pp. 769-818). Dordrecht, the Netherlands: Kluwer.

5/21 Learning-Centered Teaching in a Standards-Centered World

  1. Keefer, M. (2002). Designing reflections on practice: Helping teachers apply cognitive learning principles in an SFT-Inquiry-Based learning program. Interchange, 33/4, 395-417.

  2. Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review. 14, 383-393.

  3. Borko, H., & Elliott, R. (1999). Hands-on pedagogy versus hands-off accountability: tensions between competing commitments for exemplary math teachers in Kentucky. Phi Delta Kappan, 80, 394-400.

  4. Wolf, S.A., & McIver, M.C. (1999). When process becomes policy: The paradox of Kentucky state reform for exemplary teachers of writing. Phi Delta Kappan, 80, 401-406.

  5. Strickland, D.S., Bodino, A., Buchan, K., Jones, K., Nelson, Al, & Rosen, M. (2001). Teaching writing in a time of reform. Elementary School Journal, 101, 385-397.

5/28 Teacher Beliefs and Knowledge PROJECT DRAFT DUE

  1. Milner, H. R., & Woolfolk Hoy, A. (2003). Teacher self-efficacy and retaining talented teachers: A case study of an African American teacher. Teaching and Teacher Education, 19, 263-276.

  2. Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21, 129-135.

  3. Weinstein, C. S., Woolfolk, A. E., Dittmeier, L, & Shanker, U. (1994). Protector or prison guard? Using metaphors and media to explore student teachers’ thinking about classroom management. Action in Teacher Education, 16, 41-54.

  4. Munby, H., Russell, T., Martin, A. K. (2001). Teacher’s knowledge and how it develops. In V. Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: American Educational Research Association.

6/4 Teachers: Learning to Teach:

  1. Borko, H. Eisenhart, M., Brown, C., Underhill, R., Jones, D., & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23, 194-222.

  2. Joram, E., & Garbriele, A. J. (1998). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14, 175-191.

  3. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

  4. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.) Handbook of research on teaching (4th ed., pp. 905-947 ). Washington, DC: American Educational Research Association

  5. Optional: Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.

6/14 FINAL PROJECT DUE by 4:30 PM to 141 Ramseyer (mailroom)

Evaluation

Your grade will be based on:

  1. Three reading responses: Prepare written responses to the readings for three of the class sessions below. These responses should be approximately 3-4 pages in length, including a 1-page summary. Make a copy of the summary page for everyone in the class. These response papers are your opportunity to extend your thinking and understanding of the readings. I will provide some questions to guide your reading and reflection on the assigned material. You may address these questions in your written responses—but you are not required to do so. Your responses should make it clear that your read the selections carefully and thought deeply about the issues they raise; thus the responses should draw from the main points of the readings but should include your own thinking as well. Be prepared to provide a brief oral presentation of your paper to the class and to lead a class discussion on the points you make.

    Here are the class sessions and topics available for your 3 written responses.

    4/9 Methods and Paradigms
    4/16 Research on Teaching: The Beginning
    4/30 Research on Classroom Management or Recent Syntheses of Research

    (PROJECT DESCRIPTION DUE)
    5/7 Rediscovering Students: What Are They Doing While We Are Teaching? (EXAM DUE)
    5/14 Talking and Listening to Students
    5/21 Learning-Centered Teaching in a Standards-Centered World
    5/28 Teacher Beliefs and Knowledge (PROJECT DRAFT DUE)
    6/4 Learning to Teach

    Remember, you have only 8 sessions to present your 3 reading responses, so plan accordingly. Because the readings and responses will provide the basis for class activities, papers will be accepted only during the class session in which their associated readings are discussed.

2.    Quality of participation in class discussions.

3.    Take-home examination. Due  5/7

4.  A synthesis of the research on a topic from one of the class sessions or readings. THE PROJECT MUST PERTAIN DIRECTLY TO THE ISSUES, IDEAS, AND READINGS FROM THIS COURSE AND MUST CITE READINGS FROM THE COURSE. I expect that this paper will be from 10 to 15 pages (not counting references) and be written in APA style. To encourage you to be attentive to APA style, I will give bonus points for accurate application of the APA guidelines.

Be sure that the issue you select is one for which a research literature exists, and that the works you read include articles from journals that publish original research as well as reviews of research. Such journals include (but are not limited to): Educational Psychologist, Cognition and Instruction, Educational Psychology Review, Journal of Educational Psychology, Journal of Teacher Education, American Educational Research Journal, Elementary School Journal, Educational Researcher, Journal for Research in Mathematics Education, Journal of Research in Science Teaching, Review of Educational Research, Review of Research in Education, Reading Research Quarterly, and Teaching and Teacher Education. The paper should present your synthesis of the readings and analysis of the literature's contributions to theory, research, policy and/or practice. It should not be an annotated bibliography.

You may propose an alternative to this project that better suits your needs, but be sure to discuss your ideas with me early in the quarter.

To help pace your progress toward completion of your project and to give me a chance to direct you to appropriate resources, please submit a 1-page description of your project along with at least 3 references by April 30th.

Final Project Dates:

4/30 1-page project proposal including at least 3 likely references

5/28 Draft of project due—we will spend some class time on peer editing

6/14 Final Project due by 4:30 PM. Leave in Ramseyer 141 (mailroom).

Determining Grades

Approximately 25% of your grade will be based on the take-home exam, 35% on the research synthesis, 30% on the 3 reading responses (10% each), and 10% on class participation (you have to attend to participate).

Acknowledgments: This course syllabus benefited greatly from the generosity of Professor Hilda Borko, the University of Colorado, who shared her course materials.

Useful Websites

Problem Based Learning

http://peabody.vanderbilt.edu/projects/funded/Jasper/

Action research

http://www.triangle.co.uk/ear/index.htm

Theories of Learning and Development

http://www.piaget.org/

http://www.igs.net/~cmorris/vygotsky.html

http://www.gwu.edu/~tip/

http://forum.swarthmore.edu/mathed/constructivism.html

Cooperative Learning

 

 

 

 

 

http://edweb.sdsu.edu/webquest/webquest.html

http://www.clcrc.com/

http://www.math.purdue.edu/~ccc/

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Cooperative_Learning.html

http://www.cde.ca.gov/iasa/cooplrng2.html

http://google.yahoo.com/bin/query?p=cooperative+learning&hc=1&hs=19

Education and Teacher sites

http://school.discovery.com/schrockguide/

http://www.ozline.com/

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The Ohio State University

ED P & L: 718. PEDAGOGICAL STUDIES

For a copy of this syllabus, click here

 

Professor: Anita Woolfolk Hoy

hoy.17@osu.edu

   Office: Ramseyer 159

   Phone: 292-3774

   FAX: 292-7900

   Home: 488-5064

Texts

Weinstein, C. S., & Mignano, A. J. Jr. (1997). Elementary classroom management: Lessons from research and practice (2nd ed.). New York: McGraw-Hill.   

                           OR   

Weinstein, C. S. (1996). Secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.

 

Mills, G. E. (2000). Action research: A guide for the teacher researcher. Columbus, OH: Merrill.

 

Woolfolk, A. (2001). Educational psychology. (8th ed.). Boston: Allyn & Bacon.

 

Website for the book: www.abacon.com/woolfolk/

Other Resources

Visit Frank Pajares’ website: http://www.emory.edu/EDUCATION/mfp/

An Interactive Educational Psychology Website: http://www.valdosta.edu/~whuitt/psy702/

A collection of lessons using cooperative learning and inquiry:

http://edweb.sdsu.edu/webquest/webquest.html

 

Purposes

We designed this course to explore with you what is known about motivation, class management, learning, and teaching and apply this knowledge to practice. We hope you will learn both product and process--knowledge about the products of theory, research, and practice and skill in the process of critically analyzing and creating theory, research and practice. Class will include discussion, analysis of cases, examination of your own experiences in schools, observation, presentation, cooperative projects, videotapes, simulations, and other activities. Our goal is that you go beyond simply participating in these activities and use the experiences to expand your understanding of teaching and learning. Throughout all your courses this quarter, we will return to a set of guiding questions:

Guiding Questions

1. What are my students learning?

2. Why is this important to learn?

3. What would the learning look like if it were really successful?

4. How did my students learn it? 

5. How do I know?

 

                                            Schedule

Date

 

Topic

 

Readings

 

 Designs

 

 

Weinstein

Woolfolk

 

9/26

Creating Spaces for Learning

1-4

12

Numbered Heads

10/3

Overview of Teaching Strategies/

A jigsaw of strategies

 

13

Jigsaw

10/10

Learning & Behavior

(APA Style presentation)

Analysis of Numbered Heads Lesson due

 

5, 6

6

Contracts, Seatwork 

Direct Instruction, 

10/17

Learning & Memory

 

 

7, 8

Strategic Learning Studying

10/24

Social Processes in Learning Cognitive Apprenticeships

Action Research Plan: Share proposals

 

 

9

Reciprocal Teaching,

Discussion

10/31

Social Processes in Learning Collaboration & Cooperation

Lesson Plans Analysis Due

 

2, 9

Peer Learning Inquiry/Discovery

11/7

Motivation

 

10, 11

Consequential Tasks

 

11/14

Assessment

 

14, 15

Problem-Based Learning

 

11/21

Adapting to Student Differences

First Drafts/Peer Reviews

 

12, 13

4, 5

Grouping, Peer Tutoring

11/28

Teaching for Engagement and Learning

 

 

 

12/4-12/6

Final Action Research Papers Due

 

 

 

ASSIGNMENTS AND EVALUATION

Grading

Action Research Project

50%

Self-analysis of video teaching

20%

Lesson Analysis

20%

Participation

10%

Assignment 1: Numbered Head: A Simple Group Structure. Due 10/10

With your cooperating teacher, design a lesson to be taught to a small group or the whole class that appropriately incorporates Kagan’s Numbered Heads Together structure. Videotape the lesson and review it with one other person from your Critical Friends Group. Turn in a 2-3 page self-analysis of the lesson that includes a clear statement of your objectives for your students (what you wanted them to learn), a description of what you did (the lesson itself), and your method for assessment (how you determined what the students actually learned). Attach the peer comments to the assignment. Peer comments may be handwritten and do not need to follow any format, but should consider the five criteria below. Your self-analysis will be graded on:

 

• Appropriate use of cooperative learning.

• Anticipation of management issues in designing the lesson.

• Match of learning objectives and lesson plan.

• Quality and usefulness of assessment plan.

• Thoughtful analysis of the experience

 

Assignment 2: Action Research Plan: Due 10/24

Using the action research format provided, design a project to experiment with one of the teaching, learning, management, or motivation strategies discussed in this class. Describe the research project in two to three pages. The proposal should include a clear statement of the strategy you will use and why you selected it. How will this strategy support your students’ learning? What records will you keep and how will you assess your success? What readings do you plan to consult to help you complete the project and deepen your understanding of the results? The proposal should be written in APA style.

The assessment of this proposal will be formative, that is, you will receive feedback from classmates and the instructor, but no formal grade. If the proposal is incomplete or unclear, you will be asked to revise.

 

Assignment 3: Analysis of Lesson Plans: Due 10/31

Select two math lesson plans designed by someone in this class other than yourself and two language arts lesson plans. The plans should be chosen so that you have:

Lesson Plan #1 Math topic for primary grades

Lesson Plan #2 Math topic for later elementary grades

Lesson Plan #3 Language Arts topic primary grades

Lesson Plan #4 Language Arts topic later elementary grades

If you wish, you may chose two social studies plans instead of the two language arts plans. The topic for the early and later grades should be the same or closely related for each pair of plans. For example, if you use a lesson for first graders on measuring, then find a lesson for older students on measurement, if possible. Do the same for language arts (or social studies).

Analyze the lessons using these questions:

  1. What model/models of instruction appear to underlie each lesson (direct instruction, inquiry, cooperative learning, etc.)?
  2. Examine the plans for younger versus older students. What changes in the plans as a function of age? Are the plans developmentally appropriate?
  3. What theory /theories of learning are reflected in this each lesson plan--behavioral, cognitive, social constructivist?
  4. What are the implications for classroom management and student motivation of the plans? Will the students be engaged? Why or why not?
  5. Make sure your analysis of the lesson plans connects to readings from this course--use your texts as tools to evaluate the lesson plans and to connect theories of learning, management, and motivation with the teaching plans in the lessons.

 

Assignment 4: Action Research Project:

The final report of this project should be from 15 to 20 pages in length, written in APA style, with at least 8 appropriate supporting references (which should include class texts and articles). See the rubric for other standards for the project.

Rough Draft due 11/21. E-mail to me (awoolfolk@aol.com) as a Word RTF file

Final Project due 12/4-12/6

Please keep all assignments in a notebook and hand in the complete set of assignments for the course along with your Action Research Project.

 

Resources on Teaching Strategies

Strategy

Weinstein pp.

Woolfolk pp.

 

Direct Instruction

 

268-269, 285-289, 485-487, 494-500

Questioning and Discussion

227-234

346-347, 489-493

Inquiry/Discovery

 

284-285, 336-338

Cooperative Learning

198-220

340-346, 410-413

Individual Learning Strategies

 

225-229, 264-268, 302-309

Review and Practice

167-193

487-489

Cognitive Apprenticeships

 

348-356

Problem-Based Learning

 

348-349, 407-408

See also Van De Walle Math Methods text Ch 22

 

 

Useful Websites

Problem Based Learning

http://peabody.vanderbilt.edu/projects/funded/Jasper/

Action research

http://www.triangle.co.uk/ear/index.htm

Portfolios

http://dredtech.homepage.com/index.htm

 

Theories of Learning and Development

http://www.piaget.org/

http://www.igs.net/~cmorris/vygotsky.html

http://www.gwu.edu/~tip/

http://www.peaklearn.com/tips.htm

http://www.peaklearn.com/resources.htm

http://forum.swarthmore.edu/mathed/constructivism.html

 

 

 

 

 

 

Cooperative Learning

http://www.KaganOnline.com/

http://edweb.sdsu.edu/webquest/webquest.html

http://www2.emc.maricopa.edu/innovation/CCL/CCLresources.html

http://www.clcrc.com/

http://www.math.purdue.edu/~ccc/

http://www.kagancooplearn.com

http://www.brewton.net/learn/folder.htm

http://doe.concordia.ca/cslp/Try.htm

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Cooperative_Learning.html

http://www.cde.ca.gov/iasa/cooplrng2.html

http://google.yahoo.com/bin/query?p=cooperative+learning&hc=1&hs=19

http://miavx1.muohio.edu/~lwsherman/aera906.html

http://www.excel.net/~ssmith/coopqa.html

http://www.cde.ca.gov/iasa/cooplrng.html

http://www.esl-lab.com/links.htm

http://global.cscc.edu/deved/_private/New_Folder3/New_Folder/Default.htm

Education and Teacher sites

http://school.discovery.com/schrockguide/

http://www.ozline.com/

For a copy of this syllabus, click here

 

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Ed. P & L 925.50: MOTIVATION IN LEARNING AND TEACHING II. Classroom Applications

For a copy of this syllabus click here 

 

Professor: Anita Woolfolk Hoy

hoy.17@osu.edu

Office: Ramseyer 159

Home Phone: 488-5064

Phone: 292-3774

FAX: 488-5075

FAX: 292-7900

www.coe.ohio-state.edu/ahoy

Mailbox in Ramseyer 141

  

Rationale

The purpose of this course is to examine research, theory, and practice pertaining to motivation, particularly motivation to learn in academic settings. We will also consider aspects of teacher motivation including beliefs about learners, learning, and teaching and teachers’ sense of efficacy. In this course you will learn both product and process--knowledge about the products of theory, research, and practice and skill in the process of critically analyzing and creating theory, research and practice. Class will include discussion, analysis of cases, examination of your own experiences in schools, presentation, cooperative projects, analysis of videotapes, debates, and other activities.

Objectives: Students will

A. Gain knowledge about theory and research on students and teacher motivation;

B. Apply the knowledge gained to understand and improve the learning of students with whom they work;

C. Gain knowledge of the roles of goals, tasks, values, interests, attributions, beliefs, incentives, rewards, and social processes in motivation;

D. Synthesize the research on motivation to develop a theory of motivation that supports planning and interactions in teaching.

Relationship to Other Courses/Curricula

This is one of two courses on motivation. The first focuses on major theory and research on human motivation. This course takes those theories into the classroom to examine motivation to learn in academic settings. This course should be of interest to students in all three Schools of the College of Education. We will discuss motivation for all grade levels and academic subjects. Students in other disciplines might use this class to study applied aspects of social cognitive theories.

Text

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.

Topical Outline

1. Introduction: Studying Motivation

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Chs. 1 & 2.

Maher, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371-409.

Two example studies:

Marshall, H. H. (1987). Motivational strategies of three fifth-grade teachers. Elementary School Journal, 88, 135-150.

Zimmerman, B. J., Bandura, A. , & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.

2. Expectancies & Self Efficacy

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 3

           http://userwww.service.emory.edu/~mpajare/

3. Teacher Efficacy

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.

4. Attributions

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 4

Graham, S. (1996). How causal beliefs influence the academic and social motivation of African-American children. In G. Brannigan (Ed.), The enlightened educator: Research adventures in the schools (pp. 111-126). New York: McGraw-Hill.

5. Social Cognitive Processes: TAKE-HOME EXAM DUE

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 5

O’Donnell, A. M., & O’Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review, 6, 321-350.

Anderson, C. W., Holland, J. D. , & Palincsar, A. S. (1997). Canonical and sociocultural approaches to research and reform in science education: The story of Juan and his group. The Elementary School Journal, 97, 359-384.

6. Goals

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 6

Schunk, D. H. (1996). Goal and self-evaluative influences during childrens’ cognitive skill learning. American Educational Research Journal, 33, 359-382.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

7. Intrinsic Motivation: DEBATE

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 7

8. Values and Interests

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 8

Vispoel, W. P. & Austin, J. R. (1995). Success and failure in junior high school: A critical incident approach to understanding students’ attributional beliefs. American Educational Research Journal, 32, 377-412.

9. Teacher and Classroom Influences: PROJECT DRAFT DUE

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 9

           Peer editing of projects

10. Schools and Motivation: FINAL PROJECT DUE

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ch. 10

Butterworth, B, & Weinstein, R. S., Enhancing motivational opportunity in elementary schooling: A case study oif the ecology of principal leadership. The Elementary School Journal, 97, 57-80.

Maehr, M. L., & Andermann, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The Elementary School Journal, 93, 604-605.

Weinstein, R. S., Madison, S. M., & Kuklinski, M. R. (1995). Raising expectations in schools: Obstacles and opportunities for change. American Educational Research Journal, 32, 121-159.

Grading

Your course grade will be determined based upon:

1. Four discussion questions: For sessions 2, 4, 6, and 8 develop one significant question pertaining to the readings for that class session. Email your question to the class and be prepared to lead the discussion on your question.

2. Take-home mid-term examination, due Session 5.

3. A debate paper (5 pages) on a topic in motivation. Be prepared to represent your assigned position in a class debate on Session 7.

4. A final project --one of the following: Due Session 10

              • a proposal for a study of student or teacher motivation

              • a plan for a workshop on motivation that could be offered to teachers

              • a completed action research project on motivation

              • a synthesis of the research on a particular topic FROM THE COURSE

              • an original model of motivation that integrates existing research

              • an annotated collection of instruments or procedures to assess motivation

Approximately 35% of your grade will be based on the mid-term exam, 35% on the project, 15% on your discussion questions, and 15% on the debate paper and oral class participation in the debate.

Grading Scale

20% Discussion questions (5% each question)

15% Debate Paper

30% Midterm Examination

35% Final project

A 94-100%

C+ 77-79%

A- 90-93%

C 73-76%

B+ 87-89%

C- 70-72%

B 83-86%

D+ 67-69%

B- 80-82%

D 63-66%
 

D- 60-62%
 

E 59% and below

 

Thanks to Dale Schunk for sharing his syllabus and ideas for the course.

 

Bibliography

Intrinsic vs. Extrinsic Rewards: Resources for your debates

For years educators and psychologists have debated whether students should be rewarded for school work and academic accomplishments. Alfie Kohn wrote a book condemning rewards:

Kohn, A. (1993). Punished by rewards. Boston: Houghton-Mifflin.

Paul Chance and Alfie Kohn exchanged opinions in several issues of Phi Delta Kappan:

Kohn, A. (1991, March). Caring kids: The role of the schools. Phi Delta Kappan

Chance, P. (1991, June). Backtalk: A gross injustice. Phi Delta Kappan

Chance, P. (1992, November). The rewards of learning. Phi Delta Kappan

Kohn, A. (1993, June). Rewards versus learning: A response to Paul Chance. Phi Delta Kappan

Chance, P. (1993, June). Sticking up for rewards. Phi Delta Kappan

The debate resurfaced in articles by Cameron and Colleagues:

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.

Eisenbrg, R., & Cameron, J. (1996). Detrimental effects of rewards: Myth or reality? American Psychologist, 51, 1153-1166.

Three rejoinders to the Cameron and Pierce article and a rebuttal by Cameron and Pierce appeared in the Spring 1996 issue of the Review of Educational Research.

Kohn, A. (1996). By all available means: Cameron and Pierce’s defense of extrinsic motivators. Review of Educational Research, 66, 1-4.

Lepper, M. R., Keavney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic reward: A commentary on Cameron and Pierce’s meta-analysis. Review of Educational Research, 66, 5-32.

Ryan, R. M., & Deci, E. L. (1996). When paradigms clash: Comments on Cameron and Pierce’s claim that rewards do not undermine intrinsic motivation. Review of Educational Research, 66, 33-38.

Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66, 39-52.

The debate continued in the Psychological Bulletin, November 1999

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.

Lepper, M. R., Henderlong, J, & Gringas, I. (1999). Understanding the effects of extrinsic rewards on intrinsic motivation--Uses and abuses of meta-analysis: Comment n Deci, Koestner, and Ryan (1999). Psychological Bulletin, 125, 669-676.

Additional Readings

Alexander, P. A. (1995). Superimposing a situation-specific and domain specific perspective on an account of self-regulated learning. Educational Psychologist, 30, 189-194.

Alexander, P. A. (2000). Motivation and the educational process [Special Issue]. Contemporary Educational Psychology, 25(1).

Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-310.

Babad, E. (1995). The "Teachers’ Pet" phenomenon, students’ perceptions of differential behavior, and students’ morale. Journal of Educational Psychology, 87, 361-374.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura, (Ed.). Self-efficacy in changing societies (pp. 1-45). New York: Cambridge University Press.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.

Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.

Corno, L. (1995). Comments on Winne: Analytic and systemic research are both needed. Educational Psychologist, 30, 201-206.

Flammer, A. (1995). Developmental analysis o