Module 2 Week 2 - Assignment

Title of Dissertation: The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

Dissertation Summary: This study looked at how classroom environment facilitates self-regulated learning. Self-regulated learning is defined as one ability to control their learning process through self-motivation. Students can be motivated in two ways: extrinsically and intrinsically. Extrinsic motivation is developed by outside resources; while intrinsic motivation happens internally. Extrinsic motivation requires little deep cognitive thought or metacognitive processes. Depending on the classroom environment determines if the student will be able to build either style of motivation. “The purpose of this study is to enhance our understanding of how instructor-centered classroom environments affect students’ motivation to learn, which in turn facilitates or diminishes the use of self-regulated learning strategies” (Young, 2005, pg. 26). There were three main research questions that were addressed in the study:

1.     Do intrinsically motivated students employ different learning strategies then extrinsically motivated students (Young, 2005, pg. 26)?

2.    How does a student’s achievement goal orientation, perception of competence, and sense of autonomy affect the degree he or she tends to be intrinsically or extrinsically motivated (Young, 2005, pg. 26)?

3.    How do social factors created by the classroom environment interact with motivational cognitions to facilitate self-regulated learning (Young, 2005, pg. 26)?

  Young also presented several hypothesis:

Self-Regulation of Motivation

Hypothesis 1a: Extrinsically motivated students will use superficial learning strategies (Young, 2005, pg. 27).

Hypothesis 1b: Intrinsically motivated students will use deep cognitive and metacognition strategies (Young, 2005, pg. 27).

Self-Regulation of Cognitions

Hypothesis 2a: High ego-social orientation will be positively associated with extrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2b: High task mastery orientation will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2c: High perceived autonomy will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Hypothesis 2d: High perceived competence will be positively associated with intrinsic motivation (Young, 2005, pg. 28).

Social Environment

Hypothesis 3a: The effects of classroom-environment factors on motivation will be mediated by achievement goals orientation (Young, 2005, pg. 29).

Hypothesis 3b: The effects of classroom-environment factors on motivation will be mediated by perceived autonomy and competence (Young, 2005, pg. 29).

Population/Participants: Data was collected midway through the spring semester in 2003 and survey was given to each section of the Principles of Marketing program, which included Marketing Analysis, Marketing Planning, and Marketing Management (Young, 2005, pg. 29). This study was conducted in a mid-western 4-year university. “The sequence of sources is designed to systematically expose students to a variety of instructional methods and cover the traditional marketing curriculum in an integrated manner” (Young, 2005, pg. 29). The sample population consisted of 257 participants.

Methodology: There were several theories that were supported with in this study and they include: cognitive evaluation theory, achievement theory, and self-regulated learning strategies (Young, 2005).

Data Source: Students responded to a 4-page self-report questionnaire with scales for each of the major variables grouped together with individual items randomly ordered within the scale (Young, 2005, pg. 29).

Conclusion: The finding concluded empirical support for the theoretical relationship within and between cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom (Young, 2005, pg. 36). “Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation was determined by deep cognitive and metacognition strategies” (Young, 2005, pg. 36).

3 Resources and Their Relevance:

1.     Ames, C., and J. Archer. 1988. Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology 80 (3): 260-67.

Helped to describe classroom strategies that promote student achievement and their motivation process.

2.    Boekaerts, M. 1997. Self-regulated learning: A new concept embraced by researcher, policy makers, educators, teachers, and students. Learning and Instruction 7 (2): 161-86.

Provided background literacy and information of self-regulation learning theory and its process historically.

3.    Harter, S. 1981. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology 17:300-12.

Used a an comparative between intrinsic and extrinsic oriented classrooms.

The information provided in this study is beneficial when attempting to establish a classroom culture around self-regulated learning where students are responsible for their own learning process and are able to evaluate their performance, set goals, and reflect independently. To create this classroom environment it is essential that teachers “use rewards carefully and sparingly” while also “avoiding threats, deadlines, directives, pressured evaluations, and imposed goals” because things actions creates and extrinsic learning environment.

Reference

Young, Mark R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education. 27(1): 25-40.  

Welcome to my Blog!!!

Hello Class!

My name is Ly'chel Baker and I am from New Jersey. I currently live in Maryland with the husband and my two stepsons. I am a kindergarten teacher and Primary Academy Leader for grades K-2 for Imagine Foundations at Morningside Public Charter School. I have been teaching in the public school setting for five years prior to teaching I was an assistant director of a daycare center and held various positions within the early childhood field. I received my bachelor’s degree from Washington Adventist University in 2013 in Early Childhood Education/ Special Needs K-3 certificate and my masters from Walden University in 2015 in Early Childhood Education/Teaching Adults. After finishing my masters I felt like I had so much more that I could learn and I wasn’t quite ready to end my educational process so I decided to continue with school and immediate entered in to the doctoral program here at Walden University. I am excited about this class and can’t wait to collaborate with you all.

Passion for Teaching!

My passion for education has evolved through the course of my educational and professional career. I have started to realize how much life experiences impact our learners and that we as early childhood professionals must be able to identify with them as they progress through these challenges. It is my interest to research more about the effects of toxic stress and adversity as it effects brain development. 

Through looking at my colleague’s blog I realized that many of them have similar or complementing interests in the effects of toxics stress, attachment and resilience. These are all key areas of interests for me that I would like to explore further. 

As, I begin to think about how I can effect change in my community I think about how I can communicate the effects of toxic stress and educate others on how to build relationships and resilience in young children. 

My Personal Language and Literary Story

When I think back on my own personal language and literary journey. There are many connections I can make towards my development growing up. For the purpose of this blog entry. I am looking back on my second grade year. I remember second grade being difficult for me because I wasn’t a good reader, speller, or writer. This time in my life seems so vague that I barely remember any of it but what I do remember impacted the way I teach today.

            I remember being pulled out of class to work with other teachers one-on-one and a few times with a small group of children. I remember the insecurity I felt every time I had to read aloud which meant that I had to be place in the red robin group for reading time. I remember hating to practicing my spelling words for homework and the frustration of my father’s face because I just couldn’t spell the words right or the concerned look on my mother’s face because I still wrote letter backwards. I felt dumb not only did I feel that way I believed it. There was something majorly wrong with me but no one ever talked about it. It was if everyone around me was in on this big secret that I knew nothing about. Second grade for me was one of the worst years of my little life so I thought. After, second grade not much really changed for me beside my parent’s divorce, moving to another state, and attending six different school between second grade and second attempted at the ninth grade. If things, couldn’t get any worse I sustain a head injury that led to a lost of memory. I was immediately placed in a restrictive special education classroom with nonverbal students but it was there that I finally had a shimmer of hope. The special education teacher worked with me every single day he started from the beginning. He reviewed things such as the alphabet, the letter sounds, blends, how to sound out words, how to build fluency in reading. He discovered that I suffered from dyslexia and needed to learn a set of skills to overcome the complex complications it can cause. He told me what was wrong, how I could, fix it and made goals for me to improve. For the first time I had someone whom I felt invested the time and discovering what so many had simply neglected.

            Long story short, after spending just one school with him he helped me caught up to my peers. I moved back with my dad a the start of my junior year of high school and because I had never passed the ninth grade they were unsure where to place me. So they decided to test me and surprisingly to everyone I score college level in every subject but English and I was allowed to enter 11^th grade and I graduated on time. 

            This story taught me a few valuable lessons that I incorporate in my teaching. First, I ensure that all children who are struggling receive early intervention. I work as an advocate for these children helping to bridge the gap between them, their families, the school, and services they need. Second, there is power in knowing. It wasn’t until I knew what was wrong I could begin to make a change. I feel that we want to protect of children and so we do not fully communicate with them what they might be struggling with and provide a name to their exceptionality. So I conference with all my students, reviewing their most recent work and assessment and with them we develop plans and goals on how to improve. This has helped to close achievement gaps in my room between my high performing students and my lower preforming students. It also empowers them and builds their self-confidence. Finally, build relationship with all my students and their families. Building attachments are critical in help children grow and learn. I want them to know that I am a trusting adult who they can depend on to meet their needs both academically and socially and emotionally as well.

            This course has helped me to understand how pivotal this moment was in my language and literary development. I have more understanding as to what factors might hinder or support language and literary in young children. Creating a language and literary story was a very beneficial activity that helps deepen my awareness of toxic stress and it’s effects on the brain. This became one of my favorite things to research and I can see me continuing this fascination that I have developed with this topic through this course.

How Build a Resiliency Mindset to Combat Childhood Adversity

Audience: Early Childhood Administrators and Program Directors 
Role: Early Childhood Advocate
Goal: My goal is to communicate to early childhood administrators and program directors that they have a vital role to educate their teachers about the effects of adversity, toxic stress, and trauma and helped them build a mindset the is both aware and responsive to children are a victims of prolong exposure to stress to decrease it's long-term affects. 

Life is hard and it is not always possible to avoid day to day stressors but extreme prolong exposure to stress can have major implications for a child in your care. The impact of adversity on young children is great. There are many risk factors that are associated with adversity, toxic stress, and trauma. This impact can start even before conception and can have potential risks in to adulthood. Stress over time and stress that occurs during various developmental stages can cause structural and functional disruptions (Shonkoff et.al., 2011). These disruptions can lead to both physical and mental illness later in life (Shonkoff et.al., 2011). It is also reported that toxic stress during childhood is closely linked to the adoption of unhealthy life styles in adulthood as a way to cope with everyday stressors. Some of these life style choices may include early use of drugs and alcohol, smoking, promiscuity, and poor health habits (Shonkoff et.al., 2011). There is also a connection between attachment and adversity. Adversity can cause poor attachment, which both affect brain development. Research suggests, “parent-child interactions is related to executive function performance” (Bernier, et. al., 2012, p. 13). Adversity can also cause health problems and children who have been exposed to stress during childhood are more likely to suffer from disease including cardiovascular, obesity, and cancer. 
Let's take a moment look inside the life of a child who is experiencing adversity. 

So what can we do as school administrators and program director? How can ensure that our students have the best chance at success after being exposed to adversity? 

Fortunately, young children are resilient and their brains are remarkable. Nero-plasticity makes healing from adversity possible. Through enriched and stimulating environments created nurturing and caring adults children who have suffered from adversity can restructure their brains altering their stress response system. We can ensure that our teachers are trauma informed and resilience building (Perks, 2015). This means developing professional development to help educators understand what adversity looks like, how it can impact child development, and how to handle issues of adversity in the classroom. We must also teach our educators how to be responsive to children who have experienced extreme amounts of stress. The cause for a resiliency mindset, which is the ability to understand that the effects of stress can be altered if early responsive intervention is in place and implemented. There are a few things that teachers must be able to do in order to be able to develop this type of mindset. 
 1. Understand what is adversity, toxic stress, and trauma.
 2. How extreme about of stress effect the brain.
 3. Know the three types of stress: positive stress, tolerable stress, and toxic stress
 4. Know how to utilize resources within the school and communities to support families who are suffering from adversity, toxic stress, and trauma. 
 5. Understand how to build positive relationship with the child and their families as well as create a nurturing environment where children feel safe and secure. 

There is a lot of work that has to be done to combat childhood adversity and it requires a network of organizations, communities of practice, and educators to come together to find resolve of this major issue. So let's get together and plan, educate, and implement the mindset of resiliency. 

Reference 

Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12–24.

 Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L.,…Wood, D. L. (2011). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1),e232–e246. Retrieved from http://pediatrics.aappublications.org/content/129/1/e232.full.pdf

Sharing Your Language and Literacy Development Journey with Your Community of Practice

My language and literacy development journey has been pretty interesting. At, first I wanted to look at a child born during the dawn of slavery and how that would impact his language and literacy development. A lot of research went into developing that story however I was not able to use that story because the time period would conflict with future parts of the assignment. This meant that I had to start from square one in developing a story. So I decided to develop a story about a child who was born premature due to maternal dress caused by domestic violence. I wanted to see how factors such as poverty, domestic violence, and community outreach programs affected language and development in young children. There were many questions that arose during the process of creating this development story.

Here are a few questions I had:
1. How does poverty impact domestic violence?
2. What factors contributes to domestic violence?
3. How does maternal stress impact the fetal development and what implications does this have for future language development?

These questions are critical to the development of my child and how I create her storyline outlining her language and development story development. Here is a segment, from the story for you to review.

A Language and Development Story: Toddlerhood

            For this application assignment, I will conceptualize the language development and story of a child who was born three months premature. I will create a story envisioning the language development of a child from parental development to about 8 years old. My story will be set in the Atlanta, Georgia in 2007. The child will be born to a newly married couple who recently moved to Atlanta.  This application assignment will look at the language development over time and how various factors contributed to the development of language for this child. For this section of the assignment, I will describe the family culture and socioeconomic status and discuss how it impacts the child’s language development. Provide an overview of how the child is progressing through the developmental milestone of toddlerhood in the areas of psychical, social-emotional, cognitive, and language and literacy development.  I will conclude this assignment, by reflecting on how various dynamics intertwined with each other and affect the child’s language ability and acquisition.

            In the previous sections, I introduced Sarah’s home life, family, and community as well as her prenatal and infant development. Sarah was born to Kimberly and Michael on September 20, 2007. She was born three months premature due to a physical altercation between her parents. The dramatic experience sent her mother into labor three months early. Sarah was born only three pounds and struggled for the first couple of months. She had many episode where she struggled to breathe due to her underdeveloped lungs. She also developed an infection in her lungs that caused her an extended stay in the neo-intensive care unit. Her mother and father were both ashamed at the turn of events and dedicated the last months spending time with her in the hospital until she was well enough to come home.

Once she as home she spent and additional month on a breathing machine to help regulate her breathing patterns. He mother was able to stay home with her for the first six months and her father picked up work wherever he could. Being that Sarah’s mother has exhausted all her medical leave the family could only survive off of any little money the father could bring in. Money, food, and resources were scarce for Sarah and her family for the first year of her life but through family counseling, community resources, and early intervention programs they were able to enter toddlerhood with a glimpse of hope. 

Family Culture & Socioeconomic Status

        Home life for Kimberly, Michael, and Sarah has improve tremendously since she has turned one. There weekly family counseling session has helped to provide the family with valuable resources that offered in their community. Being able to talk to a professional about the domestic violence in their marriage helped them to resolve many issues that cause previous fights. Kimberly and Michael realized that their financial hardship has placed a strain on their marriage and that Michael inability to find a job made him feel inadequate as a husband and a father. Kimberly discovered that she had developed a sense of insecurity due to their financial situation in which she built resentment against her husband. They also experienced pressure from their perception of what each other role would be in their marriage. Kimberly grew up with parents who were college educated and had careers with steady income in a Christian middle class home. Michael’s father died before he turned two and his mother raised him as a single parent. She struggles and never went to college her jobs changed often and they moved many times. Michael also grew up Muslim and developed strong beliefs about the traditional role of a husband as being the head of house hold and finically supporting home. In the first two years of marriage their past experiences and view caused major problems that contributed to the volatile family culture that had established.

     Through counseling, Sarah’s family begin to create a new family culture one that was based on them discovering what roles they were going to play based on their family’s current situation. Utilizing new communication strategies and establishing short-term and long term goals helps them to great a vision for their family and builds a sense of identity as to who they are and what they bring to their community. Kimberly was able emotionally recovered from the disappointment of having to return to work before she wanted to and Michael was able to find a full-time job through the local bonding program. Sarah continues to receive benefits to attended daycare and has just transitioned into the toddler program. She has increased her hours of sleep each night and reduced her crying episodes in half. With her home life more stable and peaceful Sarah smiles and makes eye contact more. She is starting to express interests in things that she wants  and is attempting to verbalize one word phases.

Some areas I would like feedback is the structure of the story and if I have made all the outside as well as inside factor's that can affect my chid's ability to develop language and literacy skills.