Data Analysis

Merriam (2009) recommends that as data is collected it is coded (p. 174). Coding will vary from researcher to researcher, however, the importance of coding with words, letters, numbers, colors, or combination of such techniques does not. Merriam (2009, p. 178) describes the initial process as making notations of the exact words of participants, one’s own words or even terms from literature that may be relevant for answering research questions. Specific to phenomenology, codes may include individual experiences and the context of those experiences; the development of significant statements (Creswell, 2013, pg. 193). This initial process can be written in the margins of hard copies or by using the “Comment” function of Word (Lichtman, 2012, p. 252).


All data will be sorted into themes or “meaning units” (Creswell, 2013, p. 193). Merriam (2009, p. 182) further suggests that each unit of data which is placed into a theme includes the original identifying codes such as the participant’s name, line numbers of the excerpt and so on. Such identifying factors will allow the researcher to refer to original notes, transcripts and other documentation when a review of context is necessary (Merriam, 2009, p. 182). This sorting can be done by creating file folders for each theme or by creating computer folders for each theme.

Within the phenomenological analysis, the full description of one’s personal experiences with the phenomenon is stressed (Creswell, 2013, p. 193). This process of “authentic reflection” is an acknowledgement of one’s assumptions about the phenomenon; epoché (Lichtman, 2012, p. 89). The writing of an epoché is intended to redirect the focus of the researcher’s personal experiences to those of the participants in the study.

Retrieving is providing a means to collect labeled passages (Merriam, 2009, pg. 194). For each researcher having data sorted will allow for easy retrieval of individual data pieces as well as total sets of data. In considering such coding, I have come to think of these as tags, which are commonly used in blogs and note-taking applications. As a user of Evernote, I plan to explore using coding via tags to allow for retrieval of commonalities. Merriam (2009) recognizes that “simply making coding and retrieval less tedious provides new avenues for analysis” (p. 195).

An electronic copy as well as a hard copy of all original data (field notes, transcripts, organizing scheme, etc.) should be created (Merriam, 2009, p. 174). This data should be in the original format and separate from the data, which you are working on. Having numerous back-up copies eliminates will decrease the chances of lost research. Although this may appear to be obvious for those using the computer to organize research, having back-up copies of research in a hard copy format is not always recognized. A hard copy is often recognized as the back-up for computer work but we often do not think of the inverse; having a computer back-up for the work done photos or other documentation.


Creswell, J. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches, Newbury Park: Sage Publications.

Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Student Blogging in Middle School #blogging #edchat

Not a day goes by in education without the mention of technology, 21st century teaching and learning, Web 2.0 or social media. However, the rise of blogging cannot be ignored. Blog use in education has grown considerably in the last decade, and the amount of research that has focused on the use of blogs in education is significant. Churchill (2009) notes that blogging can be effective educationally where “a teacher can create an ambience in which students feel themselves to be important parts of the classroom community” (Churchill, 2009, p. 183).

According to Scheidt (2009), blogging became popular after the opening of two commercial services, Livejournal.com and blogger.com, in 1999. A blog is simply a web-based journal in reverse chronological order, which allow users to create, publish and share information with others (Dyrud, Worley, and Flatley, 2005) noted that there were over 4 million of these simple online journals on the worldwide web by 2004. As a result, doors were opened to the instructional, technical, ethical and organization criteria, which is necessary to content and pedagogy in the classroom (Papa, 2010).

Educational blogs range from school websites, class websites, class blogs, educator blogs, professional learning and for ePortfolios. Such blogs allow students to post text, share hyperlinks, images, and multimedia and to create an asynchronous location where readers can provide feedback, hold discussions, and foster a collaborative learning environment (West, 2008). When blogs are used, students are given opportunities to connect what is being learned in the classroom (Hungerford-Kresser, Wiggins and Amaro-Jiménez, 2011).

Read Write Think (2014) notes that teaching with blogs provides the opportunity to engage students and to share their writing with an authentic audience. When students blog their writing becomes an “integral part of a lively literacy community” (Read Write Think, 2014). More important is the transparency of learning, which occurs with blogging. Student bloggers, as with all bloggers, have the opportunity to write not just for their teachers but also for a global audience.

Essential to student learning is student “buy-in.” Yang and Chang (2011) proposed dialogues in the form of blogging are associated with positive attitudes towards. Ellison and Wu (2008) conducted a study that investigated students’ attitudes toward blogging in the classroom and its effect on comprehension where the majority of the participants showed positive attitudes toward blogging.

Hossain and Quinn (2013) suggest blogs be incorporated into middle school mathematics education to improve teaching and learning of mathematics. Technologies such as blogs can be used widely and responsibly, with the goal of enriching students’ learning of mathematics (NCTM, 2000). And with the average teenager using some form of digital media between 15 and 20 hours per day through “multitasking,” or using several different types simultaneously (Rosen, 2011), venturing into blogging in the middle school classroom became a focus of this study.

This case study was conducted in a seventh-grade mathematics classroom to compare the intended and actual educational outcomes of blogging in the mathematics classroom.

Audience and Setting

For this study, 104 seventh grade math students utilized classroom blogs via Edublogs. Students in this study included both male and female students ranging from ages 11-13. All students participated within the regular education setting with the exception of two special education students. These two students were given access to the blogs but due to their individualized education plans, they were not required to participated in the mathematical blogging.

All student blogs were connected to the teacher’s main blog and monitored daily for activity; posts and comments. Due to the school’s acceptable use policy, blogs were only accessible via the teacher (administrator) and the individual student. No blogs were accessible to outside persons unless the exact link, username and password were available. Blogs were not searchable via the worldwide web.

Study

Beginning second quarter of the year, students began blogging regularly for math class. In the initial phase of implementation, the mathematics teacher implemented class time to model and explain Edublogs access, the concept of blogging, posting, commenting, safety and security to students. Students were assigned tasks, which required the usage of the dashboard features to provide students with ample practice time prior to vital assignments being required.

Within the class blog, the teacher posted assignments and modeled blogging for students regularly. In the initial phases, students were required to access blogs and complete assignments in class to help students troubleshoot, if needed. This was done using students personal devices and/or school owned iPads.

All blogging assignments were graded as either a responsibility grade or as an assessment grade. All assignments were mandatory, however, student commenting was optional. Commenting was proposed as an option for students as were optional blogging posts. However, the teacher monitored all posts and comments.

Expected Outcomes

The primary expectation with blogging was to serve as a digital portfolio of student assignments and achievements (Liu & Chang, 2010). To celebrate student learning, students and teachers were asked to prepare for a day in which parent and community members would be invited into the middle school. Knowing blogs could be used to organize student work, blogging, via Edublogs, was designed into the classroom curriculum.

Blogging can help the flattened classroom as described by Morris (2013) to expand to one, which collaborates globally. In the traditional face-to-face classroom, the audience a student has is typically made up of teachers, his/her classmates and parents. Edublogs gives a platform for students to share their work to a larger audience with teacher discretion. This widened audience allows for "an avenue for feedback and self-improvement through commenting" (Morris, 2013). Edublogs was recognized as platform that allows this to happen.

A third expectation for the incorporation of blogging into the math classroom was the desire to peak student interest in learning. Hossain and Quinn (2013) found that college students and pre-service mathematics teachers responded positively to blogging in their Euclidean geometry course and further suggested that middle school teacher should consider the implementation of such activities in their own classrooms as middle school students might also find blogging to be effective and enjoyable. Hungerford-Kresser, et al (2011), considered blogging assuming that “the generation of tech-savvy students would enjoy this particular medium” (p. 326).

The last expectation, but certainly not the least, was that Edublogs was going to provide a safe and secure learning environment for students. Edublogs, specifically, is recognized as a blogging platform created only for education; creating a safe and secure space for online learning; social interaction, content with discussions, social communication, announcements, assessment tools, resources and sharing (Papa, 2010).

Results

All seventh grade math students were expected to blog using Edublogs with the exception of two special education. The expectation was to showcase mathematical applications, understanding, meaning and thought via their personal student blogs; an online diary and portfolio of their mathematical learning. Although all students were expected to participate regularly, with a minimum expectation of posting mandatory assignments, not all students participated. These students do not have an e-portfolio for day of learning.

The technology needed for the blogging included Internet access, a device, and an online blogging service. For this case, Edublogs was utilized which included the creation of a free account for the teacher. As noted by Hungerford-Kresser, et al. (2011), the integration of technology is not always a smooth process, even for the experienced.

Edublogs (2014) asks users to consider a few questions when choosing a blogging platform: Will the blogs be blocked by school or home filtering software? Are privacy options available? Edublogs (2014) also claims to have a very high and secure platform, which does not allow for spam or the sharing of personal information. The students and teacher had no problems with these technological aspects and found the platform to be very safe and secure. Any technology problems encountered were based on the student’s comfort level with the technology; nothing was unresolved.

Fryer (2005) describes a blog as an online journal or diary, which is accessible to a global audience and generally allow readers to post comments on blog entries they read. With the creation of over 100 student accounts, it was apparent that all student blogs would be accessible to the worldwide web and searchable; a global audience. As a teacher, this means exposing students to such Internet issues as cyber-bullying, libel and slander. Taking this very important factor into consideration, the school’s acceptable use policy and the fact that educators must consider student privacy and safety presented by blogging, a purchase was required to ensure that student blogs would be not be searchable or posted to the Internet via Edublogs. Blogging became internal which had an impact on the blogging experience.

The challenge posed with blogging internally, with no outside exposure, was the minimal exposure of the blogs, the lack of feedback received and the lack of asynchronous discussion; identified as characteristics to effective blogging by Churchill (2009). Initially students were eager to comment on their classmates’ posts. However, as time progressed there was minimal commenting with the exception of the teacher comments, which led to a decrease in enthusiasm despite positive feedback. Students were not as excited about reading and commenting classmates’ posts. The enthusiasm for blogging appeared to disintegrate

The teacher made a few attempts to overcome the challenge of a limited audience. The first attempt was to use student work on the personal/professional blog of the teacher. The teacher used student posts as “guest bloggers”. These posts were shared via various social networking sites. Students were excited to hear when one of their pieces was shared “globally.”

The teacher also recognized that students were not reading and commenting on one another’s blogs. Students were invited to comment but little activity was seen. The teacher was then considering inviting parents and other teachers to visit the blogs, however, was unsure of the parent security.

Using Edublogs proved to be a safe and secure learning environment for students. True to the blogging claims it offered a safe and secure space for online learning; social interaction, content with discussions, social communication, announcements, assessment tools, resources and sharing (Papa, 2010). However, implementation was limited to math class and to a small population of seventh grade students at the middle school. One may wonder how these claims would be altered with a larger population.

Reflection

Blogging from the perspective of the teacher proved to be beneficial, yet also had its faults. As a teacher and blogger myself, this made me reflect on why I liked blogging and why I found it to be exciting. It comes down to the fact that I am writing for an audience. Peter Witt (2013) writes, "Blogging is as much about sharing with one another as it is about getting your voice out."

As future teachers are looking to blog with their students, it is recommended that the school’s acceptable use policy is read and followed. Despite the Edublogs (2014) claims of being free to educators, it was necessary for the teacher to spend a small amount of money to ensure the utmost security for the students. Asking the technology specialist and/or administrators of the school would be good practice. This seemingly minor challenge, proved to be limiting in terms of the visions for blogging in the middle school math classroom. However, safety and privacy is a valuable lesson for all.

Limiting the global interaction and writing for an audience other than the teacher appeared to have a plummeting affect on the blogging experience with students. One of the benefits of blogging is making learning transparent. With the minimal audience, the true experience of blogging was not gained limiting this study’s validity.

With that said, the internal blogging did have it’s benefits. Students appeared to be motivated in presenting their best work and noted that the work of their peers was helpful in knowing what was expected. Students were reading the work of others, but just not commenting. This “interaction” outside of the classroom provides access to the curriculum, which might not otherwise be available in a typical classroom environment. Downes (2004) argued that blogging, as a practice is more about reading than about writing; another lesson to consider when teaching the basic skills that students need to be literate citizens in the 21st century (Read Write Learn, 2014).

Another consideration for teachers as they venture into the blogosphere, is how to make blogging not appear as yet another task. Like Hungerford-Kresser et al. (2011), the assumption was made that the incorporation of technology would make blogging a positive experience for students. Initially, students were enthused to be using their devices (i.e. smartphones, iPads, tablets) in class; the “newness” appeared to wear off. As blogging assignments were proposed to students, the signs of enthusiasm appeared to dwindle. Churchill (2009) recommends maximizing the blogging experience by incorporating other Web 2.0 tools. Using one Web 2.0 tool may not be enough to differentiate for all learners.

MacBride and Luehmann (2008) propose “the realized benefits of classroom blogs depended largely on how teachers choose to structure and use the blog” (p. 182). Simply using technology will not guarantee student engagement, learning or the effectiveness as a pedagogical tool. In looking to use blogging with students, teachers must maintain their focus on planning and decision-making as it relates to their goals and standards. Despite the flexibility and the literature, which share the benefits of blogging in the classroom, teacher awareness of student needs should remain the utmost priority. Macbride and Luehmann (2008) warn teachers “that the benefits purported in the literature will not be automatic” (p. 182). Lesson learned.


References

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal Of Educational Technology, 40(1), 179-183.

DeWitt, Peter. (2013, July 28). The Benefits of Blogging [Blog Post]. Retrieved March 16, 2014 from http://blogs.edweek.org/edweek/finding_common_ground/2013/07/the_benefits_of_blogging.html

Downes, S. (2004, Sept./Oct.). Educational blogging. Educause, 14-16, 18, 20-22, 24, 26.

Edublogs (2014). Curriculum Corner. Retrieved on March 16, 2014 from http://edublogs.org/curriculum-corner/

Ellison, N., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99-122.Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68, 1, 77–80.

Fryer, W. A. (2014). Successful and safe educational blogging. Publications Archive of Wesley Fryer, 1(1).

Hossain, M.M. & Quinn, R.J. (2013). Investigating Relationships between Attitudes toward the use of Web 2.0 Technologies and Mathematical Achievement. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3916-3922). Chesapeake, VA: AACE.

Hungerford-Kresser, H., Wiggins, J., & Amaro-Jiménez, C. (2011). Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom. Journal Of Adolescent & Adult Literacy, 55(4), 326-335.

Lapp, D. (2011). Blogging and Audience Awareness. Journal Of Education, 191(1), 33.

Liu Z.F. & Chang Y.F. (2010) Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal of Education Technology 41, 39–43.

MacBride, R., & Lynn Luehmann, A. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173-183.

Morris, K. Educational Blogging [Blog Post]. Retrieved March 16, 2014 from http://primarytech.global2.vic.edu.au/information-about-educational-blogging/

National Council of Teachers in Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.

Richardson, W. (2006). Blogs, Wikis, Podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Rosen, L. D. (2011). Teaching the iGeneration. Educational Leadership, 68(5), 10-15

Read Write Think (2014). Teaching with Blogs. Retrieved on March 22, 2014 from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html

Scheidt, L. A. (2009). Diary Weblogs as Genre (Doctoral dissertation, Indiana University).

West, K.C. (2008). Weblogs and literary response: Socially situated identities and hybrid social languages in English class blogs. Journal of Adolescent & Adult Literacy, 51(7), 588-598.

Yang S.H. (2009) Using blogs to enhance critical reflection and community of practice. Educational Technology & Society 12, 11–21.

Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28(2), 126-135.

Assessing Technology: Education Blogs #blogging #edchat

The daily challenge of educators is the gathering of data students’ learning on the basis of what students do in the classroom (Assessment: What Matters). Technology can be used effectively as a tool for data collection for more so in making learning transparent and inclusive. Technology can offer ways for students to establish personal and intellectual ownership of new concepts while they visualize and interact with abstract ideas (Ferdig and Trammell, 2004). If students are to avoid being “confined merely to participating in established practices and making meanings within them” it is important that they are actively able to produce, change and transform a given literacy and not simply participate within it (Lankshear and Knobel, 2006).

Hurlburt (2008) directs instructors further in the usage of the Internet and the incorporation of Web 2.0 tools in education. “Internet and Web 2.0 technologies afford students opportunities to seek information, collect their own material, communicate, make meaning, and evaluate end products” (Nelson, Christopher and Mims, 2009, p. 81). As a result, Web 2.0 technologies have received intense and growing interest across education (Hossain and Quinn, 2013).

Blogging, in particular, has made it increasingly easy to communicate online, and construct knowledge through social interaction making the interactivity notable (Alexander, 2006; Scheidt, 2009). Blogging can offer new avenues for academic engagement aligned and it can provide students with new forms of participation and, therefore, a tool offering unique learning opportunities. Blogs are useful teaching and learning tools because they provide a space for students to reflect and publish their thoughts and understandings. And because blogs can be commented on, they provide opportunities for feedback and potential scaffolding of new ideas. (Ferdig and Trammell, 2004)

Blogging allows for enhanced comprehension and communication among students as well as the ability to build deeper understanding across the curriculum; creating a collaborative learning community (Poling, 2005). As a result, blogging has been widely been adopted by educators to improve student learning.

Goals & Intended Outcomes

The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). In a constructive learning environment, the authentic opportunity for learners to publish artifacts of learning is critical. Blogs afford these types of authentic opportunities by allowing students to publish their thoughts for real audiences (Ferdig & Trammell, 2004).

To ensure a strong supportive learning environment focused on academic excellence is worthy mission for any school. To then help students acquire the knowledge and life skills for academic, social, and emotional success brings the school to a new level. As a goal schools look to educate students to be critical thinkers, creative problem solvers, effective communicators, and socially responsible, engaged citizens who are college and workforce ready. Schools look to use data from multiple and varied assessments to improve student learning. Teachers enhance student self-esteem and employ a variety of strategies to meet the academic, social, emotional, and safety needs of all students. The professional learning communities adopt best practices for learning.

Schools strive to continuously improve each student’s level of achievement and growth. A cohesive comprehensive curriculum, instruction, and assessment system is aligned to the Common Core Standards and schools ensure that all students meet or exceed benchmark criteria. However, teachers must continue to prepare students to use digital technologies to appropriately access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.

As students progress in their learning, it the duty of the educators to develop and implement consistent practices to support expanded opportunities for community and international learning both face-to-face and online. Educational research and theory have demonstrated the importance of social interaction in teaching and learning. Drawing on Vygotsky's educational theory, educators highlight the "knowledge construction" processes of the learner and suggest that "meaning making" develops through the social process (Ferdig and Trammell, 2004). Therefore, as students appropriate and transform knowledge, they must have authentic opportunities for publication of knowledge.

Blogging creates opportunities within the existing curricula to reach out to and communicate with students across the country and around the globe. Blogging develops opportunities within the existing curricula for students to participate in online learning. Blogging has the ability to opens up assignments beyond the teacher-student, allowing the world to view student work and provide encouragement or feedback on their writings giving students a legitimate chance to participate (Ferdig and Trammell, 2004). Blogs provide opportunities for diverse perspectives, both within and outside of the classroom. The classroom extends from the physical constraints of those who fit in the classroom to a limitless international audience (Ferdig and Trammell, 2004).

Implementing blogging technology is focusing on a student learning. Educational blogs allow students to take ownership of their learning and publish authentic artifacts containing their thoughts and understandings (Ferdig and Trammell, 2004).

Details of Audience

Blogging in this case, is being discussed as it relates to middle level education. Although blogging has been used a grade levels lower and higher than the middle level, the audience here is primarily for the fifth to the eighth grade administrator or classroom teacher who is interested in pursuing blogging in their classroom and/or school.

Technology Involved

Simplicity and interactivity are two key elements that have contributed to the blogs popularity (Alexander, 2006; Scheidt, 2009). Any person with a computer, basic computer skills and an Internet access can blog.

There are several blogging solutions for the classroom, with some more expensive and involved than others. The least expensive solution is to adopt a web-based blogging service, which offers blogging software and hosts the service via the Internet (Ferdig and Trammell, 2004). Creating a blog on most of free services takes less than five minutes and often offers options such as web-based editing, public and private blogs, support for plug-ins (e.g., adding comments), and various templates (Ferdig and Trammel, 2004). Typically these web-based blogging services have a FAQ section to provide support with technical issues and troubleshooting

An effective network is essential for the success of technology implementation. Al-Weshail, et al. (1996) describe a network as a collection of interconnected individually controlled computers, together with hardware and software used to connect them. This network capacity is vital to accomplish global communication and to afford all students access to online learning. This requires the review of bandwidth capacity, and hardware needs as well as the replacement and upgrade of workstations, servers, infrastructure (internal and external) and software to sustain interconnectivity. The goal is to have a fully operating system to implement a fully networked computing and information technology environment (Al-Weshail, et al, 1996, p. 29).

Policy and Financial Issues

As with all technology investments, it is important to not only have the financial officers involved in the funding process but also to also ensure that there is a line item in the budget to indicate the support of costs (Al-Weshail, et al, 1996, p. 35). The budget should allow for allocation of purchases and other expenses necessary for the implementation of the blogging technology.

Within the financial consideration, a school wired framework for training as it relates to the chosen blogging platform should be developed. Educators could additionally benefit from specialized professional development or summer programs designed by school districts specialists. Essentially the training of teachers and professional development must be budgeted for each fiscal year upon review.

Maintenance is a component of a technology plan to be considered within the finances of technology investments (Al-Weshail, et al, 1996, p. 29). The upkeep and repairs of equipment and such facilities will ensure the longevity of the equipment, adequate staff instruction and budges that are cost effective.

The safety of students is a consideration, which is of the utmost importance. Schools may consider linking student blogs to a teacher owned blog, using a pseudonym instead of the students’ real names, and requiring a password to limit public access. However, using some of suggestions limits the globalization, which is a benefit to blogging. Li, Bado and Moore (2013) look for the provision of detailed instructions and rubrics on writing one’s own blog and on commenting on others’ blogs, especially with regard to negative comments. Ideally, a profession learning community (PLC) should be created to develop a policy, which works per grade level, per school and/or for the school district as a whole. Invite administrators, parents, community members, teachers and other individuals who may bring in different perspectives related to blogging globally. The goal is to focus on the results and positively affect student learning (Fullan, 2007, p. 73)

Effectiveness

Studies show that many teacher education programs in the U.S. have not integrated technology appropriately (Hossain and Quinn, 2013, p. 1). The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). The successful implementation of blogging into the curriculum will enable teachers to develop their abilities to create environments that support student teaching and learning. This can be evaluated via student portfolios and student demonstration of learning. Administrators can also look to highlight ways in which teachers seized the opportunities for integrating blogging into their teaching practices.

MacBride and Luehmann. (2008) suggest blogging practices that teachers could consider when structuring their classroom blog sharing resources, student-responding to teacher prompts, recording lessons' highlights, posting learning challenges, reflecting on what was learned and engaging in on-line conversations.) Li, Bado and Moore (2013) suggest effective blogs have multiple creative ways of writing to increase students’ interest, inspire collaborative work and promote critical thinking amongst students. Churchill (2009) notes classroom rapport within groups and the whole class as being essential. McConnell (1999) also addresses the importance of supportive learning environments to students’ deep learning.

References

Al-Weshail, A., Baxter, A., Cherry, W. Hill, E., Jones III, C., Love. L., Woods, J. (1996). Guidebook for creating an effective instructional technology plan. Retrieved from http://www.nctp.com/downloads/guidebook.pdf

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32–44. Retrieved on April 4, 2014 from http://www.educause.edu/ ir/library/pdf/erm0621.pdf.

Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441-451.

Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the ‘blogosphere’. The Journal, 31(7), 12-20.

Fullan, M. (2007). Leading in a culture of change. Hoboken, NJ: Jossey-Bass.

Hossain, M. M., & Quinn, R. J. Examining Relationships between Preservice Mathematics Teachers’ Gender and their Perceptions of a Blogging Activity in a Euclidean Geometry Class.

Hurlburt, S. (2008). Defining tools for a new learning space: writing and reading class blogs. Journal of Online Learning and Teaching, 4(2). Retrieved on April 5, 2014 from http://jolt.merlot.org/vol4no2/hurlburt0608.htm

Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge in the classroom. McGraw-Hill International.

Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for Teaching and Learning: An Examination of Experience, Attitudes, and Levels of Thinking. Contemporary Educational Technology, 4(3).

MacBride, R., & Lynn Luehmann, A. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173-183.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 80–87.

O'Donnell, M. (2006). Blogging as pedagogic practice: Artefact and ecology. Asia Pacific Media Educator, 1(17), 3.

Ohler, J. (2011). Character education in the digital age. Educational Leadership, 68. Retrieved from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-Education-for-the-Digital-Age.aspx

Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.

Poling, C. (2005). Blog On: Building Communication and Collaboration Among Staff and Students. Learning & Leading with Technology, 32(6), 12-15.

Reeves, T. (2014). Blogging and Interculturality: Investigating Appropriateness of a Blog to Support a Cohort of International Students. International Journal of Global Education, 3(1).

Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.

Scheidt, L. A. (2009). Diary weblogs as genre (Doctoral dissertation). Retrieved on April 4, 2014 from http://citeseerx.ist.psu.edu/viewdoc/download?

U.S. Department of Education. (2014). Assessment: Measure what matters. http://www.ed.gov/technology/netp-2010/assessment-measure-what-matters


Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards. Retrieved from http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf

Assessing Technology: Education Blog #blogging #edchat

The daily challenge of educators is the gathering of data students’ learning on the basis of what students do in the classroom (U. S. Department of Education, 2014). Technology can be used effectively as a tool for data collection for more so in making learning transparent and inclusive. Technology can offer ways for students to establish personal and intellectual ownership of new concepts while they visualize and interact with abstract ideas (Ferdig and Trammell, 2004). If students are to avoid being “confined merely to participating in established practices and making meanings within them” it is important that they are actively able to produce, change and transform a given literacy and not simply participate within it (Lankshear and Knobel, 2006).

Hurlburt (2008) directs instructors further in the usage of the Internet and the incorporation of Web 2.0 tools in education. “Internet and Web 2.0 technologies afford students opportunities to seek information, collect their own material, communicate, make meaning, and evaluate end products” (Nelson, Christopher and Mims, 2009, p. 81). As a result, Web 2.0 technologies have received intense and growing interest across education (Hossain and Quinn, 2013).

Blogging, in particular, has made it increasingly easy to communicate online, and construct knowledge through social interaction making the interactivity notable (Alexander, 2006; Scheidt, 2009). Blogging can offer new avenues for academic engagement aligned and it can provide students with new forms of participation and, therefore, a tool offering unique learning opportunities. Blogs are useful teaching and learning tools because they provide a space for students to reflect and publish their thoughts and understandings. And because blogs can be commented on, they provide opportunities for feedback and potential scaffolding of new ideas. (Ferdig and Trammell, 2004)

Blogging allows for enhanced comprehension and communication among students as well as the ability to build deeper understanding across the curriculum; creating a collaborative learning community (Poling, 2005). As a result, blogging has been widely been adopted by educators to improve student learning.

Goals & Intended Outcomes

The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). In a constructive learning environment, the authentic opportunity for learners to publish artifacts of learning is critical. Blogs afford these types of authentic opportunities by allowing students to publish their thoughts for real audiences (Ferdig & Trammell, 2004).

To ensure a strong supportive learning environment focused on academic excellence is worthy mission for any school. To then help students acquire the knowledge and life skills for academic, social, and emotional success brings the school to a new level. As a goal schools look to educate students to be critical thinkers, creative problem solvers, effective communicators, and socially responsible, engaged citizens who are college and workforce ready. Schools look to use data from multiple and varied assessments to improve student learning. Teachers enhance student self-esteem and employ a variety of strategies to meet the academic, social, emotional, and safety needs of all students. The professional learning communities adopt best practices for learning.

Schools strive to continuously improve each student’s level of achievement and growth. A cohesive comprehensive curriculum, instruction, and assessment system is aligned to the Common Core Standards and schools ensure that all students meet or exceed benchmark criteria. However, teachers must continue to prepare students to use digital technologies to appropriately access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.

As students progress in their learning, it is the duty of the educators to develop and implement consistent practices to support expanded opportunities for community and international learning both face-to-face and online. Educational research and theory have demonstrated the importance of social interaction in teaching and learning. Drawing on Vygotsky's educational theory, educators highlight the "knowledge construction" processes of the learner and suggest that "meaning making" develops through the social process (Ferdig and Trammell, 2004). Therefore, as students appropriate and transform knowledge, they must have authentic opportunities for publication of knowledge.

Blogging creates opportunities within the existing curricula to reach out to and communicate with students across the country and around the globe. Blogging develops opportunities within the existing curricula for students to participate in online learning. Blogging has the ability to opens up assignments beyond the teacher-student, allowing the world to view student work and provide encouragement or feedback on their writings giving students a legitimate chance to participate (Ferdig and Trammell, 2004). Blogs provide opportunities for diverse perspectives, both within and outside of the classroom. The classroom extends from the physical constraints of those who fit in the classroom to a limitless international audience (Ferdig and Trammell, 2004).

Implementing blogging technology is focusing on a student learning. Educational blogs allow students to take ownership of their learning and publish authentic artifacts containing their thoughts and understandings (Ferdig and Trammell, 2004).

Details of Audience

Blogging in this case, is being discussed as it relates to middle level education. Although blogging has been used at grade levels lower and higher than the middle level, the audience here is primarily for the fifth to the eighth grade administrator or classroom teacher who is interested in pursuing blogging in their classroom and/or school.

Technology Involved

Simplicity and interactivity are two key elements that have contributed to the blogs popularity (Alexander, 2006; Scheidt, 2009). Any person with a computer, basic computer skills and an Internet access can blog.

There are several blogging solutions for the classroom, with some more expensive and involved than others. The least expensive solution is to adopt a web-based blogging service, which offers blogging software and hosts the service via the Internet (Ferdig and Trammell, 2004). Creating a blog on most of free services takes less than five minutes and often offers options such as web-based editing, public and private blogs, support for plug-ins (e.g., adding comments), and various templates (Ferdig and Trammel, 2004). Typically these web-based blogging services have a FAQ section to provide support with technical issues and troubleshooting

An effective network is essential for the success of technology implementation. Al-Weshail, et al. (1996) describe a network as a collection of interconnected individually controlled computers, together with hardware and software used to connect them. This network capacity is vital to accomplish global communication and to afford all students access to online learning. This requires the review of bandwidth capacity, and hardware needs as well as the replacement and upgrade of workstations, servers, infrastructure (internal and external) and software to sustain interconnectivity. The goal is to have a fully operating system to implement a fully networked computing and information technology environment (Al-Weshail, et al, 1996, p. 29).

Policy and Financial Issues

As with all technology investments, it is important to not only have the financial officers involved in the funding process but also to also ensure that there is a line item in the budget to indicate the support of costs (Al-Weshail, et al, 1996, p. 35). The budget should allow for allocation of purchases and other expenses necessary for the implementation of the blogging technology.

Within the financial consideration, a school wired framework for training as it relates to the chosen blogging platform should be developed. Educators could additionally benefit from specialized professional development or summer programs designed by school districts specialists. Essentially the training of teachers and professional development must be budgeted for each fiscal year upon review.

Maintenance is a component of a technology plan to be considered within the finances of technology investments (Al-Weshail, et al, 1996, p. 29). The upkeep and repairs of equipment and such facilities will ensure the longevity of the equipment, adequate staff instruction and budges that are cost effective.

The safety of students is a consideration, which is of the utmost importance. Schools may consider linking student blogs to a teacher owned blog, using a pseudonym instead of the students’ real names, and requiring a password to limit public access. However, using some of suggestions limits the globalization, which is a benefit to blogging. Li, Bado and Moore (2013) look for the provision of detailed instructions and rubrics on writing one’s own blog and on commenting on others’ blogs, especially with regard to negative comments. Ideally, a profession learning community (PLC) should be created to develop a policy, which works per grade level, per school and/or for the school district as a whole. Invite administrators, parents, community members, teachers and other individuals who may bring in different perspectives related to blogging globally. The goal is to focus on the results and positively affect student learning (Fullan, 2007, p. 73)

Effectiveness

Studies show that many teacher education programs in the U.S. have not integrated technology appropriately (Hossain and Quinn, 2013, p. 1). The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). The successful implementation of blogging into the curriculum will enable teachers to develop their abilities to create environments that support student teaching and learning. This can be evaluated via student portfolios and student demonstration of learning. Administrators can also look to highlight ways in which teachers seized the opportunities for integrating blogging into their teaching practices.

MacBride and Luehmann. (2008) suggest blogging practices that teachers could consider when structuring their classroom blog sharing resources, student-responding to teacher prompts, recording lessons' highlights, posting learning challenges, reflecting on what was learned and engaging in on-line conversations.) Li, Bado and Moore (2013) suggest effective blogs have multiple creative ways of writing to increase students’ interest, inspire collaborative work and promote critical thinking amongst students. Churchill (2009) notes classroom rapport within groups and the whole class as being essential. McConnell (1999) also addresses the importance of supportive learning environments to students’ deep learning.


References

Al-Weshail, A., Baxter, A., Cherry, W. Hill, E., Jones III, C., Love. L., Woods, J. (1996). Guidebook for creating an effective instructional technology plan. Retrieved from http://www.nctp.com/downloads/guidebook.pdf

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32–44. Retrieved on April 4, 2014 from http://www.educause.edu/ ir/library/pdf/erm0621.pdf.

Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441-451.

Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the ‘blogosphere’. The Journal, 31(7), 12-20.

Fullan, M. (2007). Leading in a culture of change. Hoboken, NJ: Jossey-Bass.

Hossain, M. M., & Quinn, R. J. Examining Relationships between Preservice Mathematics Teachers’ Gender and their Perceptions of a Blogging Activity in a Euclidean Geometry Class.

Hurlburt, S. (2008). Defining tools for a new learning space: writing and reading class blogs. Journal of Online Learning and Teaching, 4(2). Retrieved on April 5, 2014 from http://jolt.merlot.org/vol4no2/hurlburt0608.htm

Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge in the classroom. McGraw-Hill International.

Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for Teaching and Learning: An Examination of Experience, Attitudes, and Levels of Thinking. Contemporary Educational Technology, 4(3).

MacBride, R., & Lynn Luehmann, A. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173-183.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 80–87.

O'Donnell, M. (2006). Blogging as pedagogic practice: Artefact and ecology. Asia Pacific Media Educator, 1(17), 3.

Ohler, J. (2011). Character education in the digital age. Educational Leadership, 68. Retrieved from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-Education-for-the-Digital-Age.aspx

Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.

Poling, C. (2005). Blog On: Building Communication and Collaboration Among Staff and Students. Learning & Leading with Technology, 32(6), 12-15.

Reeves, T. (2014). Blogging and Interculturality: Investigating Appropriateness of a Blog to Support a Cohort of International Students. International Journal of Global Education, 3(1).

Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.

Scheidt, L. A. (2009). Diary weblogs as genre (Doctoral dissertation). Retrieved on April 4, 2014 from http://citeseerx.ist.psu.edu/viewdoc/download?

U.S. Department of Education. (2014). Assessment: Measure what matters. http://www.ed.gov/technology/netp-2010/assessment-measure-what-matters



Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards. Retrieved from http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf

Reflecting on Research

Merriam (2009) is quick to state, “the challenge to those new to qualitative research is trying to figure out which “kind” of qualitative research to do” (p. 32). As one of those individuals who can be identified as new to research, I wasn’t even aware of the various types within qualitative research. After reading Merriam’s writings I have found a peaked interest in narrative analysis but am unsure if this is a type or methodology to be used for my research.

My current research is focused middle school students’ attitudes towards mathematic and how this correlates to achievement. The mathematical performance of students in the United States is regularly compared to the performance of students globally. How do the attitudes of students compare globally? One way to find this out is to listen to the stories of those who are directly connected to middle school students and their attitudes towards mathematics, past and present, locally and globally as well as those who are living it; the students themselves.

In researching I am interested to hear about the school, home and cultural expectations, which may or may not influence students’ attitudes. Narrative analysis centers around the study of individuals but also of groups, societies, and cultures. These are the narratives which can help me to better understand middle school students’ attitudes globally and factors which may affect these attitudes. Does delving into the lives of those who have lived with or experienced a particular mathematics education within in the U.S. and globally direct my type of research into phenomenology? (Lichtman, 2012)

Merriam (2009) describes the end result of a phenomenological study as “a composite description that gives the reader a better understanding of what it is for somebody to live the experience” (p. 26). As a new researcher, the ability to gather personal perspectives and descriptions from a significant global population seems unlikely. Not having access to a significant population will make eliminate my research from being statistically reliable. Am I simply using phenomenology as a philosophy versus a type of qualitative research?

After reasoning through the various types of qualitative research, Merriam (2009) has helped me to identify myself as “a researcher who is interested in understanding the meaning a phenomenon has for those involved” (p. 22). There is interest in the narrative analysis and phenomenological aspects of qualitative research, however, I have convinced myself that my research will fall under that of a basic qualitative study; “a study looking to uncover and interpret meaning” (Merriam, 2009, p.24).


Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Middle School Students’ Attitudes and Self-Concept Towards Mathematics

The purpose of this basic qualitative study will be to identify factors which influence middle school students' attitudes and self-concept towards mathematics for the Hollis-Brookline District. At this stage in the research, the mathematical attitudes will be generally defined as a student’s emotions, beliefs and behaviors towards mathematics (Hart, 1989). Mathematical self-concept will be described as a student’s perception or belief to do well in mathematics and confidence in learning mathematics (Reyes, 1984).

What factors influence middle school students' attitudes and self-concept towards mathematics? Mathematics is a focal point of importance in schools worldwide. More mathematics lessons are likely to be taught in schools throughout the world than any other subject (A. Orton, D. Orton, & Frobisher, 2004). The mathematical performance of students in the United States is regularly compared to the performance of students in other countries. The question that arises is how the attitudes towards mathematics education compare globally.

Research by Yilmaz and Olkun (2010) states that a successful student has a positive attitude. However, Bouhlila (2011) found some of the highest scoring countries with the greatest number of students with negative attitudes. What are the mathematical attitudes of Hollis Brookline students and what correlations, if any, can be found between mathematical achievement and attitudes?

In the U.S. negativity towards mathematics comes into play around the middle school years, as does the feeling of lack of social support students feel they receive. According Hassan, Hassan, Ching, and Hamizah, (2012), interventions such as teacher support, cooperative learning, classroom materials, modeling, and self-efficacy have direct effects on the intrinsic motivation; related to the attitudes of students. What factors support positive attitudes? What global differences in interventions might be considered?

In mathematics education, research on attitude has been motivated by the belief that “something called "attitude" plays a crucial role in learning mathematics” (Neale, 1969). A simple definition of mathematical attitude can be described as the learned tendency or predisposition to respond in a consistently negative or positive manner towards mathematics; a positive or negative emotional disposition toward mathematics (Aiken, 1996; McLeod, 1992, McLeod, 1997; Haladyna, Shaughnessy J. & Shaughnessy M., 1983). Ma & Kishor (1997) define one’s attitude towards mathematics “as an aggregated measure of liking or disliking of mathematics, a tendency to engage in or avoid mathematical activities, a believe that one is good or bad at mathematics, and a belief that mathematics is useful or useless” (p. 27). Neal (1969) defined attitude towards mathematics as “an aggregated liking or of disliking mathematics, a tendency engage in or avoid mathematical activities, a belief that one is good or bad at mathematics, and a belief that mathematic is useful or useless"(p.632). Mathematical attitude where behaviors do not appear explicitly are defined as a pattern of beliefs and emotions associated with mathematics (Daskalogianni & Simpson, 2000). Kulm (1980) claims that “it is probably not possible to offer a definition of attitude toward mathematics that would be suitable for all situations, and even if one were agreed on, it would probably be too general to be useful” (p. 358).

For the purpose of this study, a student’s attitude towards mathematics will be recognized as a multi-dimensional working definition to include the positive and negative feelings towards mathematics; emotional responses, beliefs regarding mathematics, and behaviors related to mathematics (Daskalogianni & Simpson, 2000). A student’s attitude toward mathematics will be defined by emotions and beliefs towards mathematics, as well as student behaviors (Hart, 1989).

Several studies and researchers have focused on the relationships between achievement and attitudes in mathematics. A commonality appears to arise; as students progress in years of schooling their attitudes towards mathematics increase in negativity (Ma & Kishor, 1997). Researchers Dossey (1988), Wilkins and Ma (2003) and Wilkins (2004) similar pattern in negativity has been shown in a student’s mathematical self-concept; defined as a student’s perception or belief to do well in mathematics and confidence in learning mathematics (Reyes, 1984).

The purpose of this study is to identify factors, which influence the mathematical attitudes of middle school students in the Hollis-Brookline School District. Interventions which include teacher support, cooperative learning, classroom tools and technology, modeling, and self-efficacy are recognized as having direct effects on the intrinsic motivation of students; related to the attitudes of students globally. Are these factors influential in the Hollis Brookline schools? What factors influence the middle school students’ attitudes? Is there a direct correlation between their performance and their attitudes? What are other countries doing to positively affect their students’ attitudes and self-concept? And are these factors lacking in lower performing countries? The goal is to look globally for factors and influences, which have a positive effect on middle school students’ mathematical attitudes and self-concept to provide supports and interventions for the Hollis-Brookline students.

Sampling

Purposeful sampling will be utilized for this study since generalization is not a goal of qualitative research but instead the goal is to study in depth. (Merriam, 2009). This sampling will include all students at the middle school to gain the best representation of middle school students in the Hollis-Brookline School District.

With this sampling set, the goal is to utilize maximum variation in in choosing middle school students within the Hollis-Brookline school district. This would include all students in grades seven and either who are currently enrolled and physically/mentally capable of participating in the sampling. This would give the greatest variety and overall view of all students within the middle school. To help with confidentiality and honesty, a survey (possibly electronic) may used for data collection. This will ultimately depend on computer availability and accessibility.

The middle school sampling will address grades seven and eight. Using the same artifact, I expect to gain insight into the students which are not within the middle levels yet and to expand the representation to grades which are typical of the middle level, I would like to include maximum variation into grade six of both upper elementary schools. This would also entail any students who are currently enrolled and physically/mentally capable of participating. Expanding beyond the middle school may also give insight into attitudes of students who are not yet in the setting of the middle school environment but are of middle school age.

To gain perspectives from educators and other staff members who work with students in the area of mathematics, the intent is to use a snowball method. Currently, I am aware of several teachers in the building who have work with students in the area of mathematics but I am assuming there are others within the district that have insights into factors which may influence the mathematical attitudes and self-concepts of middle school students. This sampling may expand beyond the middle school building to include any staff that work within the Hollis-Brookline School District. The best methods for these interactions will be interviews, online conferencing and/or email correspondence. Again choosing a method, which is convenient for the participant.

Working with children and asking for one-on-one interviews would be insightful. This would be especially true to gain insight into their attitudes and self-concepts towards mathematics. This will be opportunistic and could become a case study if permitted by the parent, school and student. Such a sampling would be an opportunity to dig deeper into a students thoughts and perceptions; both positive and negative. To keep student-to-teacher relationships, these interviews would be conducted at the associated school. The ideal sampling would be one a student from each grade level, from each team and each with a different perspective to ensure a variety in data collection.

References

Bouhlila, D. S. (2011). The quality of secondary education in the Middle East and North Africa: what can we learn from TIMSS’ results? Compare: A Journal of Comparative and International Education, 41(3), 327–352. doi:10.1080/03057925.2010.539887

Daskalogianni, K., & Simpson, A. (2000). Towards a definition of attitude: The relationship between the affective and the cognitive in pre-university

Dossey, J. A. (1988). The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.

Haladyna, T., Shaughnessy, J., Shaughnessy, M. (1983). A causal analysis of attitude toward Mathematics. Journal for Research in Mathematics Education, 14 (1), 19-29.

Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational studies in Mathematics, 49(1), 25-46.

Hassan, N., Ching, K. Y., & Hamizah, N. N. (2012). Gifted Students' Affinity towards Mathematics. Advances in Natural & Applied Sciences, 6(8).

Hart, L. E. (1989). Describing the affective domain: Saying what we mean. In Affect and mathematical problem solving (pp. 37-45). Springer New York.

Kulm, G. (1980). Research on mathematics attitude. Research in mathematics education.

Lipnevich, A. A., MacCann, C., Krumm, S., Burrus, J., & Roberts, R. D. (2011). Mathematics attitudes and mathematics outcomes of US and Belarusian middle school students. Journal of educational psychology, 103(1), 105. doi:10.1037/a0021949

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of research on mathematics teaching and learning, 575-596.

Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, 26-47.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-640.

Orton, A., & Frobisher, L. J. (1996). Insights into teaching mathematics. London: Cassell.

Reyes, I., H. (1984). Affective variables and mathematics education. Elementary School Journal, 84, 558-581.

Wilkins, J. L. (2004). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72(4), 331-346.

Wilkins, Jesse L. M.Ma, X. (2003). Modeling Change in Student Attitude Toward and Beliefs About Mathematics. Journal of Educational Research. Sep/Oct2003, 97(1), 52–63.

Yılmaz, Ç., Altun, S. A., & Olkun, S. (2010). Factors affecting students’ attitude towards Math: ABC theory and its reflection on practice. Procedia-Social and Behavioral Sciences, 2(2), 4502-4506.

Literature Reviews

In preparation for formal research, a new found awareness of a dissertation literature review brings about a whole new view of its value and importance. Consistent through readings are the necessity of literature reviews. Boote and Beile (2005) stress comprehensive and up-to-date literature review as the best ways for aquiring knowledge for a dissertation but these reviews are more in-depth than Crewell’s (1994) five-step process of identifying terms, finding literature, reading and checking for relevance, organizing selected literature and writing reviews. Boote and Beile (2005) suggest the use of Strike and Posner (1983) three categories to identify a good synthetic review, which includes the clarification and a possible resolution to an problem within one’s field of study, the development of a new perspective, and satisfying the criteria of good theory. A dissertation literature review summarizes similar studies, links to ongoing research, provides a basis for research as a result of previous studies. Boote and Beile (2005) make note of Hart’s extensions to these basic requirements which include a clear articulation of research which needs to be done and why it is important, a clear articulation of it’s practical significance, a synthesis of prior research so as to develop a new perspective and a critical analysis of the methodologies using in prior research. This is above and beyond the basic level of the literature review Creswell discusses.

Boote and Beile (2005) provide a higher level perspective on a literature review which are necessary for a doctoral dissertation. Taking the time to compare each annotation in a literature review against the categories (i.e. coverage, synthesis, methodology, significant and rhetoric) are essential to writing a review where the researcher demonstrates an ability to do research which advances important educational issues (Boote and Beile, 2005). A doctoral literature review requires more than simple summaries and should meet Hart’s criterion as suggested by Boote and Beile (2005) to include:

•    a justification criteria for inclusions and exclusions

•    distinguishing what has been done in the field from what needs to be done

•    placing the research in broader literature

•    placing the research in a historic context

•    acquiring and enhancing related vocabulary

•    articulating important variables and phenomena

•    synthesizing and gaining new perspectives

•    identifying the main methodologies and research techniques that have been used and analyze their advantages and disadvantages

•    relating ideas and theories to research methodologies

•    rationalizing the scholarly and practical significance of the research 

•    a clear and coherent structure.

Specific to me is the developed understanding that the literature review should be a central focus my research. I can expect to review and reread literature throughout this process expecting to change my focus to develop workable and important problems to show a thorough and sophisticated understanding of the field (Boote and Beile 2005). For now, I will review my current annotations to determine if they meet the criterion and will add value to a doctoral literature review.

Boote, D. & Beile, P. (2005). Scholars before researchers: On the Centrality of the Dissertation Literature Review in Research Preparation, Educational Researcher, 34(6), 3-15.