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Assignment 2.1 (QUALI)

1. Angela Housand & Sally M. Reis (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, Vol. 20, No. 1, 108-136

The main methodology of the article is case study. In this study, it examines the differences between students’ use of self-regulated learning and reading strategies.

The participants include students who belong to two self-contained gifted and talented classrooms at the same grade in the same elementary school, and their outcomes in self-regulated reading behaviors are different. These two classrooms are part of the study of the effect of SEM-R (Schoolwide Enrichment Model-Reading). Besides the students, two teachers are selected randomly for treatment and control conditions with students in the classrooms.

Classroom observations are conducted by researchers and on-site personnel hired by the research study. The teacher participants are interviewed using semi-structured techniques from an inside perspective. One classroom is observed six times and the other one is observed four times. The teacher interviews are embedded with field notes and no formal interviews are executed.

The coding scheme created from the conceptual framework, research objectives, and basis analyses of observations is developed and linked to the research questions. Then the data are coded and entered into scheme to organize descriptive data from each of the cases into a standard format so as to categorize the patterns. The interpretive analysis is also used in the case studies.

2. Julianne C. Turner (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, Vol. 30, No. 3, 410-441

The main methodology of the article is case study. The aim of the study is to examine how aspects of literacy tasks affect young students’ motivational behaviors.

Two predominantly White middle-class school districts in a suburban-metropolitan area in Michigan participate in the study. Six first-grade teachers in each district participate in the study and all the teachers are female. Eighty-four first-grade children participate (42 girls and 42 boys), half in each instructional condition.

The observations last five consecutive days in each classroom and only one classroom is studied at a time. Two observers (the author and a research assistant) use a structured observation instrument to record the motivational behaviors of students during seatwork or individual assignments. After each observation, observers interview students about the task they have completed. Students need to answer four open-ended questions. In addition, the observers also take daily field notes to record lesson goals and content, and the strategies teachers applied in lessons.

The analyses involve descriptive data and multivariate analyses. During analyzing the data, four behaviors of reading strategy use, learning strategy use, persistence, and volitional control are the elementary dependent variables. Three independent variables, instructional condition, task type, and gender are used as predictors of motivation in every analysis. In addition, the student interviews are used as dependent variables.

3. Perry, N. E. & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, Vol. 33, No. 7-8, 821-843

The main methodology of the article is case study. In this study, it identifies the features of classroom environments that promote self-regulated methods for young children’s reading and writing.

The participants include five teachers who are also the members of the teaching community. They have between 3 and 8 years of teaching experience in primary grade (kindergarten-grade 3). Besides the teachers, their students, totally 113, still participate the study.

The classroom observation is used for data collection. During each observation, the observer stays in the classroom to write down the events and actions, and a running list of times related to events and actions is kept. After each observation, the observer reads and annotates their running records, add details which they do not have time to record during observation. In addition, the semi-structured interviews with students are used in the study. The teachers are asked to select six of their students (two low-, two average-, two high-achieving readers and writers) to participate in three semi-structured interview sessions to assess their motivation and self-regulation in writing.

The data from classroom observation is analyzed with the rating of 0, 1, or 2 which is assigned to each of the conceptual categories listed on the observation checklist to show the presence and quality of that category in the activity described in the running records. The data from semi-structured interview are analyzed on an item-by-item basis. When students’ responses to rating questions are combined, their average rating (code from 1 to 5) across combined item is computed.


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