Methodology Draft - Effec ti ve Ins tructi on al Techn iqu...

Methodology Draft - Effective Instructional Techniques for Using Weblogs

1

The Efficacy of Technology-Enhanced Instructional Strategies Used to Promote Critical

Thinking in Middle School Mathematics

Catherine Henderson

EDRS8000/W08

Dr. Thomasina C. Adams and Dr. Beryl A. Otumfuor

December 8, 2014


2

Results from National Assessment of Educational Progress (NAEP), Program for

International Student Assessment (PISA) and Trends in International Mathematics and Science

Study (TIMSS) provide insight into student achievement in mathematics in the United States as

well as individual states. These findings indicate that math education in the United States is not

as effective as math education in other countries. For example, according to the 2013 NAEP,

only 35 percent of 8th

graders in the United States were proficient in mathematics (National

Center for Educational Statistics, 2014). 15 year-old students in the United States performed at

the 27th

rank, below average in math among nations in the 34 member nations belonging to the

Organisation for Economic Cooperation and Development (OECD) (Organisation for Economic

Cooperation and Development, 2012). According to the Trends in International Mathematics

and Science Study (TIMSS, 2011), the average mathematics score for 8th

-grade students in the

United States has not increased significantly since 2007.

Researchers associate the low performance of U.S. students with the low expectations set

by states under the 2002 federal law, No Child Left Behind (NCLB) (Bandeira de Mello, 2011;

Peterson & Kaplan, 2013). Based on a comparison to the 2011 NAEP standards and state testing

standards in reading and math, Georgia was ranked as the state with the lowest expectations

(Peterson & Kaplan, 2013). In 2010, the Georgia State Board of Education adopted new

mathematics content standards, Common Core Georgia Performance Standards (CCGPS), in

order to improve student achievement in a manner that prepares students for college and

careers. Georgia Milestones, a new state assessment system will be administered for the first

time in spring 2014 to measure the effectiveness of CCGPS (Beaudette, 2014).

The Georgia Milestones assessment will measure the success of instructional strategies

that represent a shift in the way that students learn mathematics. The Common Core State


3

Standards Initiative (2014) describes one of the main changes in mathematics education as the

need to increase rigor that focuses equally on conceptual understanding, procedural skills and

fluency, as well as application. Educators will need to adapt research-based strategies that

support “the critical-thinking, problem-solving, and analytical skills students will need to be

successful” (Common Core State Standards Initiative, 2014). The delivery and intent of

instructions will need to adapt to new standards that require more than rote memorization of

static processes with shallow levels of content knowledge. The Common Core standards “focus

on skills in critical thinking and problem-solving that will require non-traditional technology-

based strategies” (Roblyer & Doering, 2013, p. 17). Researchers assert that Web 2.0 tools such

as weblogs enhance critical thinking skills in the classroom (Li, 2010). Research has been

conducted to examine the effectiveness of weblogs to facilitate reflection (Anderson, Rohrer,

Taylor, & Trimarco, 2006).

Purpose Statement

The purpose of this study is to determine the efficacy of technology-enhanced instructional

strategies (weblogs or blogs) in increasing critical thinking in middle school mathematics. The

Common Core State Standards not only require disciplinary knowledge, but also set expectations

for students as critical thinkers who analyze information in the completion of daily activities

(National Governors Association Center for Best Practices & Council of Chief State School

Officers, 2010). Ennis (1987) refers to critical thinking as a reasoning process where reflection

determines actions or beliefs.

Researchers have established that the use of weblogs can facilitate the critical thinking

associated with reflective learning (Muncy, 2014). Weblogs are often used as communication

tools with the potential to bring the student together to collaborate, share knowledge, reflect and

explain (Dos & Demir, 2013). Sevelj (2006) says that, modern technology such as weblogs


4

provides opportunities to improve how students think. Weblogs facilitate strategies such as

journal writing and peer feedback which promote deep thinking and learning. (Xie, Ke, &

Sharma, 2008).

Research Questions

This study was designed to examine the following research questions:

• How effective are weblogs in increasing the level of critical thinking in mathematics

classrooms?

• When critical thinking is a criterion for assessment, will the quality of the weblogs used

with collaborative, problem-solving activities increase?

• In what ways do blog environment supplement classroom teaching and contribute to an

improved learning experience?

Importance of the Study

The goal of this research is to conduct a rigorous and relevant mixed-methods study to

analyze and explain the best-practices for using weblogs to increase critical thinking in

mathematics. This study is important because it will inform how we support instructional

strategies that promote deeper conceptual understanding in middle school mathematics, the

foundation for algebra and advanced high school mathematics. “Completing advanced math

courses in high school has a greater influence on whether students will graduate from college

than any other factor, including family background; students who take math beyond Algebra II

double their chances of earning a bachelor’s degree” (Adelman, 2006). In fact, future earnings,

regardless of college degrees, grades, family background or any other factors are higher for

students that have completed advanced high school mathematics (Rose & Betts, 2004).


5

Developing critical thinking skills in middle school mathematics is essential to developing

learners who recognize patterns, see relationships, form generalizations, and master Algebra.

This study investigates the relationship between weblogs that assessed for evidence of

critical thinking and the level of critical thinking that results. Given the online implementation

of high-stakes, constructed-response testing based on the Common Core standards-based

mathematics curriculum, providing strategies that are support critical thinking with weblogs is

timely and practical. Schools such as the one that will host the study are faced with unique

challenges because they have received a focus school designation. Focus schools have an

achievement gap between the highest-achieving subgroups and the lowest-achieving subgroups

within the school (The State of Georgia, 2014).

Based on current research, weblogs are not always effective in increasing critical thinking

(Li, Bado, Smith, & Moore, 2013; Richardson W. , 2010). Richardson (2010) states that

students engage in blogging, but critical thinking, analytical writing and reflection are not

evident. Although clear communication of objectives is a significant factor in the success of

weblogs, critical thinking is not an important factor in scoring them (Hsaio, Chen, & Hu, 2013;

Zhang, 2013).

Definition of Terms

Critical thinking is knowledge generation using analytic and quantitative reasoning,

problem-solving, and writing (Benjamin et al., 2013). Critical thinking skills are desirable

outcomes of education (Dewey, 1910). They are required for analyzing the information that is

necessary to understand the complex challenges of the 21st century workplace (The New

Commission on the Skills of the American Workforce, 2006; The Secretary’s Commission On

Achieving Necessary Skills, 1991). Reflection is a cycle of inquiry for the purpose of making

meaning or finding solutions for a troubling situation or question (Xie, Ke, & Sharma, 2008).


6

“Weblogs, or ‘blogs’, as they are called, can best be defined as Web sites that are easily created

and updated by those with even a minimum of technology know-how” (Bookhart, How To

Assess Higher-order Thinking Skills in Your Classroom, 2010). Richardson (2004) describes the

use of blogs as a new genre of writing in learning, which is a valuable tool for developing

writing skills, information literacy, and critical thinking skills.

Literature Review

Search terms

The search terms that were used access articles for this literature include: weblogs, blogs,

asynchronous communication, academic discourse, journaling, constructed response, critical

thinking, cognitive processes, learning theories, and secondary education.

Background

A significant theme of this research review was student learning and specifically the

ways that a student approaches learning. As a result, I identified a theory that focuses on the

relationship between a person and the situation. Biggs (1993a) suggests that student learning

occurs within a model of teaching and learning measured by process inventories within an open

system.

Two instruments have been designed to measure the how students approach learning

tasks that promote critical thinking. The Revised Learning Process Questionnaire for secondary

grades has been simplified to examine two of three approaches used prior to the revision. The

table in Appendix A lists the subcomponents of the two approaches, the Surface Approach, and

the Deep Approach. The Surface Approach and the Deep Approach defined in the context of the

Presage-Process-Product (3P) model of student learning (Biggs, 1987a, 1993a, 1993b). The 3P

model refers to the relationship between prior knowledge (Presage factor), the student approach


7

to the task and level of engagement (Process factor). The last factor in the 3P model is a product

or learning outcome. This framework attributes the learning outcome to both the teacher and

student.

Based on the literature, two themes that emerged that demonstrate the Efficacy of Enhanced

Technology Instructional Strategies. They are critical thinking skills and teaching with blogs.

Critical Thinking

In this study, Kim promoted blogs as a critical thinking tool. Focus group and survey were the

instruments used to determine the affect of peer commenting on critical thinking. The study

lasted for eight weeks and had a minimal number of participants. Even so, it yielded a more

effective framework for implementing blogs. (Kun, Niamboue, Smith, & Moore, 2013)

Current Research on Critical Thinking Facilitated by Online Discussion

Cognitive density and higher order thinking skills relationships were investigated, comparing

two populations, in a quantitative analysis. (Lee, 2014). The results were there is no correlation

between cognitive density and higher order thinking skills (Lee, 2014). In a mixed methods

study that utilized online discussion, and compared the effect of instructional techniques on

critical thinking and critical thinking disposition, a similar conclusion was reached. Instructional

techniques Role Playing, Socratic Seminar, Six Thinking Hats, Brainstorming, and Anyone Here

an Expert, were utilized. The results concluded the scores between pre-tests and post-tests of

critical thinking dispositions did not differ between the two groups, in the quantitative study.

Current Research on the Assessment Methods That Identify Critical Thinking

Bookhart (2010) detailed the background information necessary to assess methods that

identify critical thinking skills. He also investigated the effect of these skills on the growth and

development of academics. Since he required students to engage in quality discourse that


8

produced exceptional performance, Bookhart provided details on how to intentionally plan for

students to do so (Bookhart, 2010).

System utility, training, and support are harbingers of a favorable perception of classroom

blogs. Software platform and expectations are also considerations that the author mentions.

Zhang suggests that blog objectives are clearly defined, for optimal success. He further

elaborates that the clearly defined objectives will optimize the blog as a feedback tool, and

enhance student success and satisfaction (Zhang, 2013).

A debate, case-based discussion, and an open-ended (or topical) discussion form the three

instructional strategies of this online discussions study. Mixed method, the study details

“… Critical thinking levels as defined in the Community of Inquiry (CoI) framework and

analyzed in the Practical Inquiry Model (PIM). The study evaluated (1) the contribution

of demographic criteria and student background to students' preferred instructional

strategy, (2) participants' preferred instructional strategy and rationales for the selection,

(3) based on the Practical Inquiry Model's (PIM) indicators, the contribution of students'

strategy preferences in determining level of critical thinking, , and (4) comparisons of

participants' critical thinking levels across instructional strategies” (Richardson & Ice,

2010, p. 150).

Teaching with Blogs

Using online blogs as a teaching tool was examined in this mixed method case study. The

group behavior of a group of cross-cultural students was its focus. The study measured

participation rates and content. The novelty of the blogging experience created value for the

students, according to the qualitative data from the study (Meinecke, Smith, & Lehmann-

Wellenbrock, 2013). In the section of his book that focuses on education theory, Sturm concurs


9

that using blogs in the classroom creates an authentic learning experience for students (Sturm,

Kennell, & McBride, 2009) .

Asynchronous and synchronous tools differed in purpose and types of learning supported,

purports Hrastinski. Blogs are asynchronous; states Hrastinski Asynchronous discussion tools

facilitated learning over extended periods of time. When issues require time for reflection or are

complex, asynchronous e-learning and media is preferable to synchronous (Hrastinski, 2008).

Synchronous discussion tools facilitate collaborative learning and allow students to become

acquainted socially. These include messaging and chat. Subrahmanyam’s (2009) research

confirmed this social aspect of blogging. His researchers used coding to analyze the format,

content, tone and style of blog posts. They concluded that adolescents who blog, use the tool for

off-line life themes such as identity, romance, and the future, as well as on-line themes.

(Subrahmanyam, Garcia, Harsono, Li, & Lipana, 2009). Alvermann, (2008) agrees. His

research focuses on analyzing online literacies of adolescents for research and classroom

purposes. Alvermann theories state that adolescents in the United States use of social media

for blogging, sharing photographs, artwork, videos, or stories, and working on web pages. He

states that 93% of U. S. adolescents between 12 and 17 used the Internet for social reasons.

Methodology Design

This study will be completed using quasi-experimental, mixed methodologies at

Tomorrow Middle School, a public middle school in the Clayton County Public School

district. Tomorrow Middle enrolls 716 students in sixth through eighth grade. Students at the

school come from culturally and economically diverse backgrounds; 88% are eligible for free

or reduced price lunch, about 12% are students with disabilities and 7% have limited English

proficiency. The student population consists of 61% African-American, 18% Asian, 15%

Hispanic, 3% Caucasian, and 3% Multi-racial students.


10

This study will use mixed methods design (Creswell, 2012). The analysis of the results

will include a comparison of the achievement of the participants in the treatment group and a

control group. The Revised Learning Process Questionnaire (Kember, Biggs, & Leung, 2004),

an analytic rubric and weblog analysis will inform the data analysis.

The site of the study will be a middle school classified as a focus school. According to

the Georgia Department of Education, “a focus school has the largest within-school achievement

gap between highest- and lowest-achieving subgroups” (The State of Georgia, 2014). Stratified

sampling will be used to insure that students that perform in the lowest-quartile on the 2014

CRCT are

To facilitate the potential for growth in the lowest-achieving subgroup, low-performing

students based on scale scores from the 2014 administration of the Criterion-Referenced

Competency Test (CRCT) in mathematics. 200 study participants, selected from 6th

, 7th

and 8th

grade homerooms, will be randomly selected after dividing the 716 students into two groups.

from among 716 students at Morrow Middle School. Students will then be randomly divided

into two groups of 100, ensuring that each group contains a roughly equivalent number of boys

and girls

Participants

Tomorrow Middle School enrolls 716 students in sixth through eighth grade. Students

at the school come from culturally and economically diverse backgrounds; 88% are eligible

for free or reduced price lunch, about 12% are students with disabilities and 7% have limited

English proficiency. The student population consists of 61% African-American, 18% Asian,

15% Hispanic, 3% Caucasian, and 3% Multi-racial students.

Approximately 200 study participants, selected from 6th

, 7th

and 8th

grade homerooms,

will be randomly selected from among 716 students at Morrow Middle School. Students will


11

then be randomly divided into two groups of 100, ensuring that each group contains a roughly

equivalent number of boys and girlsApproximately 200 middle schools students will participate

in the study. 50 students will be classified as gifted, 50 students will be English Language

Learners, and 50 participants will be students with disabilities. 50 students will be classified as

economically disadvantaged. Approximately 65 students will be from each of the 6th

, 7th

and 8th

-

grade levels. Six groups of 32-34 students from three teachers will participate in the study. One-

half of the students from each group will be randomly assigned to either a control subgroup or

the subgroup that receives a treatment.

Because the participants will be under the age of 18, all students will sign an assent form

and all parents will sign a consent form before students become participants. The blog messages

will be viewable by other participants. However, the association between participants,

assessments and questionnaires will remain confidential. This information will not be available

to teachers.

Instruments

The Revised Learning Process Questionnaire (R-LPQ-2F)

The Revised Learning Process Questionnaire uses two scales measured by a total of 22

items. The first scale is the deep approach, and the second scale is the surface approach.

According to Biggs (1993b), the goal of teaching is to transition students from a surface

approach to processing a task to a deeper more contextual approach to learning. Appendix B

shows The Revised Learning Process Questionnaire (R-LPQ-2F). Appendix C features the

components of the scales, the historical sets of subscales as well as the methods for calculating

scale scores.

Weblog analysis


12

The weblogs will be analyzed to identify the critical thinking skill categories. According

to Garrison, Anderson, and Archer (2001), the analysis of higher-order thinking processes is

possible using specific categories, indicators, and social- cognitive processes. Reference an

inventory of these leaning factors in Appendix D.

Pretest and Posttest

The pretest and posttest assessments are compatible with the Common Core Standards for

eighth-grade math. Reference the tests and instructions may in Appendices F-G. Pearson (2010)

describes the AIMSweb® probes as Curriculum-Based Measures (CBM) of math performance

and notes that results of the test can predict the outcome on state tests.

Data Collection Procedures

Initially, all students will be given a questionnaire and asked to complete a pretest to

assess critical thinking and problem-solving skills. Students in the treatment group will be asked

to complete a blog assignment three times a week for 6-8 weeks using a rubric to define the

requirements. An analytic rubric will also be used to rate the blogs using a scale score.

At the end of the evaluation period, students will be given the questionnaire again as well

as the posttest. Measurements of the changes in the treatment and control group achievement

levels based on the assessments will be compared to results of an analysis of the responses to the

questionnaire. Appendix D shows the descriptors used to analyze the weblog posts.

Reliability and Validity

The Revised Learning Process Questionnaire (R-LPQ-2F)

The two scales, the deep approach, and the surface approach achieve Cronbach alpha

values of 0.82 and 0.71. Because the values are above the accepted cut-off values, the two

scales have to be accepted as reliable. According to Kimber et al. (2004), the R-LPQ-2F, is


13

recognized as an instrument with acceptable psychometric properties, suitable for classroom

evaluation.

AIMSweb® Assessments

The source of the pretests and posttests is the AIMSweb® assessment system. Pearson

states that numerous criteria were used to choose the most psychometrically-sound equivalent

probes for the system. Pearson’s evaluation of the internal consistency of the probes, Cronbach’s

alpha, and split-half reliability produced the results listed in Appendix D. Appendix D also

reposrts the aggregated means and SEMs.

“Probe selection was based on the evaluation of these statistical properties and the

comparison of the probe mean scored to the aggregated mean for each grade. Analysis of

the confidence interval at the 99% level using the standard error of measurement (SEM)

showed no statistically significant difference among the final selected probes, which were

statistically equivalent to each other in the grade.” (NCS Pearson, Inc., 2010, p. 48)

Critical Thinking Analytic Rubric (CTAR)

The CTAR has six rubric categories, including interpretation, analysis, evaluation,

inference, explanation, and disposition. The basis of the inter-rater reliability is the scoring of

four sets of performance-based student work samples by two trained raters. The work samples

were from two separate studies. Research results show that the CTAR is a reliable instrument

for scoring student work consistently (Saxton, Belanger, & Becker, 2012).

Table 1 of Appendix J shows the results for inter-rater reliability. The results for the

inter-rater reliability demonstrate levels of consistency of at least 0.70 in all rubric categories

(Saxton, Belanger, & Becker, 2012). For intra-rater reliability, the analysis category had

different levels of consistency. One rater showed a consistency of .91, which is excellent, but the


14

other rater showed a poor consistency of .56 in the analysis category. In the remaining five

rubric categories, the intra-rater reliability was at least 0.71 (Saxton, Belanger, & Becker, 2012).

Table 2 of Appendix J shows the results of the intra-rater reliability of each category.

To use this table, first

assign unique numbers to all individuals in the population (say, a

population of 100 first graders). Then, starting anywhere in the

random numbers table, match the numbers on your list to the

numbers in the table. Start at the upper left of Table 5.1 and go down

the column. You might choose the first six first graders from the

population of 100, having the numbers 52, 31, 44, 84, 71, and 42.

This would continue down the column until you have chosen the

number of children needed for your sample (later in the "Sample

Size" section, we will consider how many first graders you would

need).


15

References

Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through

college. Washington, D.C.: U.S. Department of Education.

Anderson, K., Rohrer, M., Taylor, T., & Trimarco, R. (2006). Content analysis final report:

Evidence of learning in blogs. Retrieved from

http://tmiketaylor.files.wordpress.com/2008/02/690-learningblogs.pdf

Bandeira de Mello, V. (2011). Mapping state proficiency standards onto NAEP scales: Variation

and change in state standards for reading and mathematics 2005-2009. Washington, DC:

National Center for Education Statistics, Institute of Education Sciences, U.S.

Department of Education.

Barrow, M. (2014). Even math requires learning academic language. Phi Delta Kappan, 95(6),

35-38. Retrieved July 11, 2014

Beaudette, P. (2014). Georgia Milestones: Georgia's new standardized test. Retrieved from

Georgia's Office of Student Achievement News and Research:

https://gosa.georgia.gov/georgia-milestones-georgia%E2%80%99s-new-standardized-test

Biggs, J. (1987a). Student approaches to learning and studying. Research monograph.

Cmberwell, Vic.: Austrailian Council for Educational Research.

Biggs, J. (1987b). The Study Process Questionnaire (SPQ) manual. Hawthorn, Vic.: Australian

Council for Education Research.

Biggs, J. (1987c). The Learning Process Questionnaire (LPQ) manual. Hawthorn, Vic.:

Australian Council for Education Research.

Biggs, J. (1993a). What do inventories of students' learning processes really measure? A

theoretical review and clarification. British Journal of Educational Psychology, 63, 1-17.

Biggs, J. (1993b). From theory to practice: A cognitive systems approach. Higher Education


16

Research and Development, 12, 73-86.

Bookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom.

Alexandria, VA: ASCD.

Bookhart, S. M. (2010). How To Assess Higher-order Thinking Skills in Your Classroom.

Alexandria, Va: ASCD.

Bulent, D., & Servet, D. (2013). The Analysis of the Blogs Created in a Blended Course through

the Reflective Thinking Perspective. Educational Sciences: Theory & Practice, 13(2),

1335-1344.

Common Core State Standards Initiative. (2014). Key Shifts in Mathematics. Retrieved from

Common Core State Standards Initiative: http://www.corestandards.org/other-

resources/key-shifts-in-mathematics/

Common Core State Standards Initiative. (2014). What Parents Should Know. Retrieved from

Common Core State Standards Initiative: http://www.corestandards.org/what-parents-

should-know/

Creswell, J. W. (2012). : Planning, Conducting, and Evaluating Quantitative and Qualitative

Research. Boston: Pearson.

Dewey, J. (1910). How we think. Boston, MA: D. C. Heath.

Dos, B., & Demir, S. (2013). The analysis of the blogs created in a blended course through the

reflective thinking perspective. Educational Sciences: Theory & Practice, 13(2), 1335-

1344.

Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron, & R.

J. Sternberg, Teaching Critical Thinking Skills: Theory and Practice (pp. 9-26). New

York: Freeman.


17

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and

computer conferencing in distance education. The American Journal of Distance

Education, 15(1), 7-23.

Hrastinski, S. (2008). Asychronous & synchronous e-learning. Educause Quarterly, 4, pp. 51-55.

Retrieved from https://net.educause.edu/ir/library/pdf/EQM0848.pdf

Hrastinski, S. (2008). Asynchronous & synchronous e-learning. Educause Quarterly, 4, pp. 51-

55. Retrieved from https://net.educause.edu/ir/library/pdf/EQM0848.pdf

Hsaio, W. Y., Chen, M., & Hu, H. W. (2013). Assessing Online Discussions: Adoption of

Critical Thinking as a Grading Criterion. The International Journal of Technology,

Knowledge, and Society, 9, pp. 15-24.

Hungerford-Kresser, H., Wiggins, J., & Amaro-Jimenez, C. (2011). Learning from our mistakes:

what matters when incorporating blogging in the content area literacy classroom. Journal

of Adolescent & Adult Literacy, 55(4), 336-335. doi:10.1002/JAAL.00039.

Imm, K., & Stylianou, D. A. (2012). Talking Mathematically: An Analysis of Discourse

Communities. Journal of Mathematical Behavior, 21(1), 130-148.

Kember, D., Biggs, J., & Leung, D. Y. (2004). Examining the multidimensionality of approaches

to learning through the development of a revised version of the learning process

questionnaire. British Journal of Educational Psychology, 74, 261-280.

Li, K. (2010). Integrating weblogs in a pedagogy model for enhancing students' critical thinking

skills. Research and Practice in Technology Enhanced Learning, 35-49.

doi:10.1142/S1793206810000803

Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for Teaching and Learning: An

Examination of Experience, Attitudes, and Levels of Thinking. Contemporary


18

Educational Technology, 4(3), 172-186.

Meinecke, A. L., Smith, K. K., & Lehmann-Wellenbrock, N. (2013, 05 05). Sage Publications.

doi:10.1177/1046496413487020

Muncy, J. A. (2014). Blogging for reflection: The use of online journals to engage students in

reflective learning. Marketing Education Review, 24(2), 101-113.

National Center for Educational Statistics. (2014, May). The Condition of Education. Retrieved

from National Center for Educational Statistics:

http://nces.ed.gov/programs/coe/indicator_cnc.asp

National Governors Association Center for Best Practices & Council of Chief State School

Officers. (2010). Common Core State Standards. Washington D.C: National Governors

Association Center for Best Practices & Council of Chief State School Officers.

NCS Pearson, Inc. (2010). Mathematics computation: Administration and technical manual.

Bloomington, MN: NCS Pearson, Inc. Retrieved from www.aimsweb.com

Organisation for Economic Cooperation and Development. (2012). PISA 2012 Results. Retrieved

from PISA: http://www.oecd.org/pisa/keyfindings/PISA-2012-results-US.pdf

Peterson, P. E., & Kaplan, P. (2013). Despite Common Core, states still lack common standards:

students proficient on state test but not national. Education Next, 44, 44.

Richardson, J. C., & Ice, P. (2010). Investigating Students' Level of Critical Thinking across

Instructional Strategies in Online Discussions. Internet and Higher Education, 13(1-2),

52-59.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms.

Thousand Oaks, CA: Corwin Press.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms.


19

Thousand Oaks, CA: Corwin Press.

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching

(6th ed.). Pearson Education, Inc.

Rose, H., & Betts, J. R. (2004). The effect of high school courses on earnings. The Review of

Economics and Statistics, 86(2), 497-513.

Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past

and present: Balancing rigor and relevance to impact school learning. Contemporary

Educational Technology, 1(1), 17-35.

Saxton, E., Belanger, S., & Becker, W. (2012). The Critical Thinking Analytic Rubric (CTAR):

Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical

thinking performance assessments. Assessing Writing, 17, 251-270.

Steinberg, M., & McCray, E. (2012). Listening to their voices: Middle schoolers' perspectives of

life in middle school. Qualitative Report, 17.

The State of Georgia. (2014). Priority, Focus, and Alert Schools. Retrieved from Georgia Office

of Student Achievement: http://gosa.georgia.gov/

Wegmann, S. J., & McCauley, J. K. (2014). Investigating Asynchronous Online Communication:

A Connected Stance Revealed. Journal of Asynchronous Learning Networks, 18(1).

Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college

students' reflective learning processes. Internet and Higher Education, 18-25.

Zhang, S. (2013). An empirical study of the factors affecting weblog success in higher education.

Journal of Information Systems Education, 24(4), 267-279.


20

Appendix A

The Surface and Deep Approaches of The Revised Learning Process Questionnaire

Adapted from “Examining the multidimensionality of approaches to learning through the

development of a revised version of the learning process questionnaire” by D. Kember, J. Biggs,

and D. Leung, 2004, British Journal of Educational Psychology, 74, p. 262.

Appendix B

Revised Learning Process Questionnaire (R-LPQ-2F)

From “Examining the multidimensionality of approaches to learning through the development of

a revised version of the learning process questionnaire” by D. Kember, J. Biggs, and D. Leung,

2004, British Journal of Educational Psychology, 74, p. 277-278. Copyright 2001 by John Biggs

and David Kember.


22

Appendix C

Scales in the Revised Learning Process Questionnaire (R-LPQ-2F)



2004, British Journal of Educational Psychology, 74, p. 278-279. Copyright 2001 by John

Biggs and David Kember.


23

Appendix C (continued)

Scales in the Revised Learning Process Questionnaire (R-LPQ-2F)



2004, British Journal of Educational Psychology, 74, p. 278-279. Copyright 2001 by John Biggs

and David Kember.


24

Appendix D

Critical Thinking Categories, Indicators, and Sociocognitive Processes

From “Critical thinking, cognitive presence, and computer conferencing in distance education,”

by D. R. Garrison, T. Anderson, and W. Archer, 2001, The American Journal of Distance

Education 15(1), p. 15-16.


25

Appendix E

Descriptive and Reliability Statistics for AIMSweb® Probes

From “Mathematics Computation: Administration and Technical Manual “ by NCS Pearson,

Inc., (2010). Bloomington, MN.


26

Appendix F

8th

Grade Math Pretest

From “AIMSweb® Math Concepts and Applications: Progress Monitor Grade 8, Probe 4” by

NCS Pearson, Inc., 2010. Bloomington, MN.


27

Appendix F

8th

Grade Math Pretest (continued)




28

Appendix F

8th





29

Appendix F

8th





30

Appendix F

8th


From “AIMSweb® Math Concepts and Applications: Progress Monitor Answer Key, Grade 8,

Probe 4” by NCS Pearson, Inc., 2010. Bloomington, MN.


31

Appendix G

8th

Grade Math Posttest




32

Appendix G

8th

Grade Math Posttest (continued)




33

Appendix G

8th





34

Appendix G

8th





35

Appendix G

8th


From “AIMSweb® Math Concepts and Applications: Progress Monitor Answer Key, Grade 8,

Probe 33” by NCS Pearson, Inc., 2010. Bloomington, MN.


36

Appendix H

8th

Grade Math Administration Directions

From “AIMSweb® Math Concepts and Applications: Math Administration Directions” by NCS

Pearson, Inc., 2010. Bloomington, MN., p 11.


37

Appendix I

Critical Thinking Analytical Rubric (CTAR)

Adapted from “The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and

inter-rater reliability of a scoring mechanism for critical thinking performance assessments” by

E. Saxton, S. Belanger, and W. Becker, 2012, Assessing Writing, 17, p. 267-269.


38

Appendix J

From “The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater

reliability of a scoring mechanism for critical thinking performance assessments” by E. Saxton,

S. Belanger, and W. Becker, 2012, Assessing Writing, 17, p. 261.


39

Appendix K

From “The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater

reliability of a scoring mechanism for critical thinking performance assessments” by E. Saxton,

S. Belanger, and W. Becker, 2012, Assessing Writing, 17, p. 261.


40

Appendix L

Table L.1. Power Analysis Table: Approximate Sample Size Per Group at Alpha=.05

Power Criterion

Effect Size .80 .90 .95

.20 395 525 650

.30 175 235 290

.40 100 130 165

.50 65 85 105

.60 45 60 75

.70 35 45 55

.80 25 35 45

Adapted from “Design Sensitivity: Statistical Power for Experimental Research” by M. W.

Lipsey, 1990, Sage Publications, Inc., p. 137.

Methodology Draft - Effec ti ve Ins tructi on al Techn iqu...

Documents

Transcript of Methodology Draft - Effec ti ve Ins tructi on al Techn iqu...