Running head: ANNOTATED BIBLIOGRAPY 1

Annotated Bibliography: An Analysis of Engagement, Motivation, and Feedback Research

Abby Houghtelling

Nebraska Wesleyan University

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Annotated Bibliography: An Analysis of Engagement, Motivation, and Feedback Research

Beattie, E. (2016, February 28). Enhancing student engagement with the seesaw

app [Blog post]. Retrieved from https://www.mrsbeattiesclassroom.com/2016/02/

enhancing-student-engagement-with.html

This blog is full of information on ways to use the Seesaw learning journal app in the

classroom. Mrs. Beattie suggests exploring all the student options when first downloading

Seesaw. She shares pictures and step-by-step directions of different features the app offers. She

then shares some of the teacher features and different privacy options. After that, she shares

some ways to upload other apps such as Google Docs and iMovie into the app.

The author of this blog is a teacher with over 15 years of teaching experience in grades 2

through 6. She created this blog in 2012 because she wanted to connect with more teachers. She

is not in any way affiliated with the Seesaw app, and receives no benefits from promoting it.

Mrs. Beattie just finds it successful in her classroom, and wants to share her positive experiences

with other teachers. The blog post is very helpful and full of step-by-step directions and

examples to get started with using Seesaw. It also has hot links to other helpful blogs and

helpful information on the official Seesaw app website.

This blog can help with implementation of the Seesaw app in my own classroom. This

teacher has experience with the app, and has shared what really works for her. If I can’t find it in

this blog post, she has connected her readers to more posts about familiar topics. I think it would

also be very beneficial to reach out to Mrs. Beattie about this topic.
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Burnett, P.C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’

and students’ perspectives. Australian Journal of Education & Developmental

Psychology, 10, 145-154. Retrieved from www.newcastle.edu.au/journal/ajedp/.

This article addresses a study focusing on the answers to these three questions: (1) What

are students’ perspectives of effective types of praise, how do students respond to praise, and do

students prefer ability or effort feedback? (2) What are teachers’ perspectives of the use of praise

and feedback, and (3) How often do teachers use praise and feedback? Researchers did a

quantitative study using a questionnaire to get both student and teacher perspectives, as well as

observed teachers in the classroom to see what types of praise/feedback they were using. Results

showed that younger students (grades 1-2) liked to be praised based on their ability whereas the

older children prefer feedback on their effort. Results also showed that 60% of the students that

were questioned would rather be praised or given feedback privately, and not in front of the

whole class. Teachers’ perspectives varied on what they thought of praise and feedback. Of the

five teachers that were questioned, two felt they used both ability and effort feedback equally.

The other three teachers felt they used one over the other. Based on the observations made my

researchers, the five teachers that were observed used mainly general, non-specific praise in the

classroom. This type of praise/feedback is researched to be the least effective, and should be

avoided unless it is connected to a specific behavior or task. Observations showed that feedback

on ability and effort were used only 10% of the time. Effort and ability feedback are an

important part of the feedback process, and should be used more than the general, non-specific

praise.
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Researchers from this article are professors from Queensland University of Technology

and University of Western Australia. They use both teacher and student perspectives in their

study to gain knowledge on multiple view-points. Beyond questioning teachers and students,

they make observations in classrooms to see what teachers are/aren’t doing in terms of feedback.

The limitation to this study is the small five teacher sample size. The sample of students and

teachers were also taken from the same school, making it difficult to generalize and say that what

was found in one rural school in Australia must be true everywhere.

This article is important to my research because it suggests that out of the four types of

feedback they mention in the article, ability feedback is perceived most useful to younger

students. The research also suggests that a lot of children do not like to be praised publicly. This

is information to consider as I plan for the way I give feedback during independent work station

time.
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Calvert, H. (2015). Letting Go of stand-alone technology: How to blend technology into literacy

stations. The Reading Teacher, 69(2), 147-155. doi:10.1002/trtr.1373

This article informs teachers how they can make better use of their time and still use

technology in their classrooms. A former literacy coach shares multiple ways to integrate

technology into literacy stations. The author bases her ideas on the SAMR model created by Dr.

Ruben Puentedura. This model breaks technology integration into four levels: substitution,

augmentation, modification, and redefinition. Throughout this article the author shares specific

ways to integrate technology into each of these literacy stations: classroom library, phonics,

listening, writing, word work, drama, poetry, and inquiry. She also specifies the level of SAMR

model for each activity introduced. The author mentions multiple times the importance of

students understanding both the literacy content and how to appropriately use the technology

before putting the activity at a station for students to work on independently.

A former literacy coach wrote this article and has had many opportunities in multiple

classrooms to see what does and doesn’t work. She shared many observations of how teachers

planned their stations, and based on an observation lacking true technology integration, she came

up with some ideas to help. The article was published in 2015, which makes the internet sources

she shared current. She included few ideas for each literacy station, with limited options for

primary level students.

This article gave me some new ideas for how I could hold my students more accountable

during certain work stations. Often times at browsing box work station, students are found

talking to each other instead of reading their browsing box books. If the expectation was

recording themselves reading their books, this might give them more purpose for that
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workstation. Also, this article mentioned having a specific checklist of things to critique for

reading fluency once they have recorded themselves reading. Fluency is a huge part of reading

in first grade, and this self-monitoring piece with a checklist could help students stay motivated

to work on fluency.
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Codding, R.S., & Smyth, C.A. (2008). Using performance feedback to decrease classroom

transition time and examine collateral effects on academic engagement. J. Educational

and Psychological Consultation, 18, 325-345. doi:10.1080/10474410802463312

In this article researchers look at an intervention using performance feedback to decrease

transition time in the classroom. The study included observing three female biology teachers and

their ninth-grade students. The study had five phases: baseline, performance feedback on

transition time, performance feedback on transition time and classroom management, fading, and

follow-up. Results indicated that time spent on transitions decreased and that using feedback

alone was enough for two out of the three teachers. The other teacher seemed to benefit from

feedback on other classroom time management strategies. This was thought due to her longer

transition time during baseline gathering, and her fewer years as a teacher. These results suggest

that content of feedback may need to vary depending on whether certain activities are new or

previously learned.

The authors of this study both have involvement in the area of psychology. The first

author is an assistant professor of School Psychology at the University of Massachusetts-Boston,

and the other author was pursuing her doctoral degree in Educational Psychology from City

University of New York City during the time of this study. They provide some previous

research in this area of interest, as well as provide a specific intervention for the problem of

practice: transition time. The study included only three teachers, and one type of feedback;

causing some limitations. It is important to note that this intervention focuses on transitions with

high school students, with no mention of using this with younger students.
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This feedback intervention has such a simple layout based on observations. I struggle

with ideas for data collection, and observations is one method I could consider. Transitions occur

multiple times during independent work stations. This could cause some of the students off-task

behaviors making it hard for students to refocus. I find myself looking at all possible times

students become off-task during workstations. Something simple to help transitions during

workstations could help my students stay focused.

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Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works:

Research-based strategies for increasing student achievement. 2nd ed. Alexandria,

Virginia: ASCD.

Part one of this book focuses on creating an environment for learning. I am specifically

interested in chapter one, which includes information on setting objectives and providing

feedback. It says that when communicating objectives to students it helps students know what

they should learn and help them pay closer attention. They also may become more motivated by

setting personal learning goals towards the objectives. When talking about feedback, the book

refers to it as an ongoing process. Also, if it provides precise guidance, students are more likely

to adjust their learning and keep taking risks until they succeed. The chapter goes on to give

examples of how to set objectives and provide feedback in the classroom, as well as how to get

the students involved in the process.

The authors of this book are all researchers for McREL, a nationally recognized,

nonprofit education research and development organization. They all hold different levels of

degrees in Education, and now travel to lead workshops to train other educators. This book does

include research-based strategies, but was published in 2012, so some of the research could be

further developed today.

This book includes some great strategies for providing feedback in the classroom. I also

had the opportunity to go to a two-day training last school year lead by one of the authors of this

book. I will be able to use what information they have provided, as well as some additional

sources included in the book to further my literature review on the topic of feedback to increase

motivation.
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Diller, D. (2003). Literacy work stations: Making Centers Work. Portland, Maine: Stenhouse

Publishers

This book provides a variety of information on literacy work stations. Each chapter

explains a different work station. An overview of each chapter includes how to set the stations

up, useful materials, how to teach and model each station, as well as how to assess and keep

students accountable for their work. The book is filled with photographs and examples of

student work. It also includes a gradual release of responsibly model that explains the process of

how the students become independent and successful at what they do. Diller also explains what

literacy work stations are, and how to use them in the classroom.

Author Debbie Diller has been a classroom teacher, reading specialist, and literacy coach.

She currently travels around the country leading workshops and helping classroom teachers.

This book is a little older, written in 2003. New technology now being used during work station

time is not included in this book.

I find this book extremely helpful. It shares so much information about workstations,

from how to set up and introduce a station, to what to do if students are having problems. It also

includes a few ideas for how to keep students accountable and how to assess their work. I also

find the many photographs with examples helpful. The “I can” posters are something I need to

include at my workstations, because those are the specific goals that students work towards.
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Guastello, E.F. & Lenz, C. (2005). Student accountability: Guided reading kidstations. The

Reading Teacher, v. 59(2), 144-156. doi:10.1598/RT.59.2.4

In this article, the authors met with teachers from schools in the Bronx school district.

These teachers became frustrated with classroom management of literacy station time while

trying to teach small groups. The authors helped these teachers look at a new approach to

managing independent work time during small group literacy instruction. The new approach

included using guided reading kidstations: four portable stations in a five-day cycle. Kidstations

take time to plan and set up. Teachers model several activities for five to seven weeks before

students independently work on their own. The main purpose of each activity focuses on

students becoming responsible and accountable for their work. The first station is a teacher

group, the next three focus on different literacy standards, and the last station students present

one piece of work from the week to their classmates. The authors share results of an urban school

district that successfully implemented this type of model in their schools. The reported

completion rate of all activities was at 98%. Students said their work was not only evaluated, but

also valued. The presentations at the end of the week motivated completion of activities.

Teachers also saw many increases in academics such as increase of fluency and ability to

comprehend text.

This article written by a professor in the Graduate Literacy Program at St. John’s

University in Jamaica, New York, and a professor from St Joseph’s College in Patchogue, New

York; includes good ideas on how to motivate students to work and gives some good step by

steps on how to set up kidstations. Written in 2005; it lacks some newer ideas that are now being

used in the classroom, such as technology integration.

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This article helped me understand ways that can help motivate students or hold students

accountable for their work. Incorporating some way to have my students present their work to

others might be an idea to further look into.

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DePasque, S., & Tricomi, E. (2015). Effects of intrinsic motivation on feedback processing

during learning. Neurolmage, 119, 175-186. http://dx.doi.org/10.1016/j.neuro

image.2015.06.046

In this article, researchers explored the effect of intrinsic motivation on feedback during

the learning process. They performed two experiments, one tested motivational interviewing

manipulation over two learning task sessions, and the other focused on the motivational

variability before and after the motivational interviews. The second experiment was completed

inside an MRI scanner using an MRI button box to rate their answers. Results indicated that

intrinsic motivation is an important factor in the learning process. It also showed that

performance-related feedback is processed differently depending on the learners’ level of

motivation for the specific learning task.

This article is written by a Postdoctoral Researcher from UCLA and an Associate

Professor of Psychology at Rutgers University. They used a variety of methods in their research.

They used both interviews and MRI scanners to get different types of information for each

experiment. Both experiments were explained thoroughly and shared similarities in results.

This article made me more aware of how motivation of each student can affect how they

respond to the feedback given to them. Students unmotivated to complete a task may not care

how they do on it. I am looking forward to reading more about the connection between the two

topics of motivation and feedback and discovering if one plays more important with my students

than the other.

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Handley, K., Price, M., & Millar, J. (2011). Beyond ‘doing time’: Investigating the concept of

student engagement with feedback. Oxford Review of Education, 37(4), 543-560. doi:10.

1080/03054985.2011.604951

This article starts by looking at what most research finds/focuses on with feedback in the

classroom. They find that most research with feedback focuses on its effectiveness. The studies

on feedback effectiveness never seem to stay consistent, and by result becomes inconclusive of

exactly how effective feedback can be. This article suggests that more feedback should focus on

student engagement and getting students involved in the feedback process. The authors develop

three themes that future research with feedback should focus on: (1) descriptions of engagement

based of students’ readiness to engage and active engagement, (2) analysis of the influences and

outcomes from students’ engagement with feedback, and (3) broader systemic insights about

how engagement may change over time as they have multiple experiences with assessment

feedback.

Researchers from this article are from Oxford Brooks University. They did a nice job of

identifying what has already been researched in the area of feedback, and providing reasoning

for why we need to start addressing new areas. This article was published in 2011, which means

in the past seven years some of this could have been addressed. Their research lead to some good

suggestions, but no additional research was done by them in this article.

I would like to provide feedback with the hopes of increasing student motivation and

engagement. This article gives me some ideas for further literature to look for. It also provides

some ideas for research questions to consider.

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Harbour, K.E., Evanovich, L.L., Sweigart, C.A., & Hughes, L.E. (2015). A brief review of

effective teaching practices that maximize student engagement. Preventing School

Failure, 59(1), 5-13. doi:10.1080/1045988X.2014.919136

In this article, the authors discuss three effective teaching behaviors that can increase

student engagement and academic achievement if implemented appropriately. These three

teaching behaviors include modeling, opportunities to respond, and feedback. Implementing

these practices with fidelity maximize instruction time and increase active participation leading

to increased academic, behavioral, and emotional success for students.

Four doctoral students in the College of Education and Human Development at the

University of Louisville wrote the article. They use a plentiful amount of research to support

their review of effective teaching practices. The article was published is 2015, addressing

relevant teaching practices found in classrooms today.

This article shared some valuable information as to how feedback can increase student

engagement and achievement. My problem of practice of how I can get my students more

engaged and accountable with their independent workstation activities/work with the use of

feedback relates well to this.

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Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,

77(1), 81-112. doi:10.3102/003465430298487

In this article, researchers start by reviewing current literature to explain the meaning of

feedback and start to analyze how effective feedback is. They found many mixed effects on

feedback, spending the majority of their paper explaining how to use feedback to maximize the

positive effects it has on learning. Throughout the paper they explain a model to follow for

effective feedback. This model includes answering three questions: Where am I going? How am

I going? and Where to next? Researchers then discuss the four levels of feedback: feedback

about a task or product, feedback about the process, feedback at the self-regulation level, and

feedback directed to the “self” at a personal level. They explain the types of feedback known as

more effective and ineffective. Finally, they discuss negative feedback. Researchers concluded

that the feedback model involves both giving and receiving of both teacher and students.

Feedback should relate specifically to a goal clearly planned out by both the teacher and the

student. Teachers give least effective feedback when giving praise to students, or feedback at a

personal level. Teachers give most effective feedback directing it to a task, process, or self-

regulation.

Two professors of Education at the University of Auckland, New Zealand wrote this

article. Hattie’s name has frequently appeared in the education world. His main interest focuses

on researching what areas have the greatest impacts on student achievement. Some of his

previous work was cited in this article. Hattie and Timperley also co-wrote a book titled

Unlocking Formative Assessment. This particular article they wrote together reviews much of
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the literature available on feedback at the time. It was published in 2007, and more research on

feedback has been done since then.

This article really has me thinking about my interest in feedback, and how I want to

implement more feedback during my workstation time. Both the three questions of the feedback

model and the four different levels of feedback has a lot of information to process. I want to

make sure if I am implementing more feedback, that I use the type of feedback that is effective

for my students. In order for effective feedback, it says to relate it specifically to a goal. This

article can guide me in a direction needed to find more research on goal setting for independent

work and the feedback that goes along with it.

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Hutchison, A., Beschorner, B., & Schimidt-Crawford, D. (2012). Exploring the use of the iPad

for literacy learning. The Reading Teacher, 66(1), 15-23. doi:10.1002/TRTR.01090

In this article, researchers explore a 4th grade teacher and how she integrates technology

within her curriculum. This exploratory study helps us better understand how to successfully use

iPads to support and enhance literacy instruction. They observed this teacher for a three-week

period, with the goal of continuing to use print-based literacy goals outlined in curriculum, but to

use iPads to enhance learning opportunities. For every activity planned, the teacher followed the

same process: (1) determine the learning goal, (2) think about how she would teach it

(pedagogical knowledge), and (3) decide how the technology could be used to support student

learning. The article shared some of the specific learning experiences from the classroom, as

well as some comments from how the students felt about the activities. The researchers found

that the teacher was able to meet the goals of her print-based literacy curriculum while at the

same time introducing some new literacy skills associated with technology. She successfully

achieved the goal of curricular integration.

These researchers all teach at Iowa State University. They worked really well to prepare

this teacher to participate in their study. Because they were only working with one teacher, they

were able to take the time to work through the process of asking those three questions before

planning each activity. By having that extra help to plan, the teacher had some nice lessons in

her classroom. I question the limitation of this article because there were four people working

together to plan through these three weeks. Could a teacher planning on their own do something

like this and make it as effective? The study did show that if you do take the time to plan your

activities this thoroughly, you can integrate technology with your curriculum appropriately.
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This study has me thinking about my classroom instruction right now. When I have my

students using the iPads during workstations, does it really enhance their learning? The three

planning questions need considered as I look further into my research of how to get students

more engaged in their learning during their independent work time and if integration of

technology will play a part in it.

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Jarzebowski, A., Palermo, J., & van de Berg, R. (2012). When feedback is not enough: The

impact of regulatory fit on motivation after positive feedback. International Coaching

Psychology Review, 7(1), 14-32.

This article focuses on increasing motivation by the idea of regulatory fit. Researchers

examined positive feedback framed either to fit or not fit a person’s promotion focus. The main

hypothesis predicated that positive feedback emphasizing promotion goals (fit) would lead to

increased motivation levels compared to feedback emphasizing prevention goals (non-fit). For

this study they measured motivation with a pre and post questionnaire, and gave feedback that

was either framed at fit or non-fit towards an individual’s achievement. The results supported

the researchers’ hypothesis that regulatory fit increases the effect positive feedback has on

motivation. Other results showed that feedback with non-fit has no effect on motivation, and that

no connection was found on mood and motivation. The findings of this research suggest that the

effectiveness of feedback may be increased by stating feedback specifically to one’s regulatory

focus.

Three researchers from Deakin University wrote this article. Although influenced by

previous research done on regulatory fit, this unique research focused on feedback framing based

on if the feedback seemed fit or not within a type of feedback. Their article was published in

2012 in a journal specifically related to coaching psychology, so more recent studies possibly

exist on this topic related more to the area of education in a classroom.

This article helped explain that many findings show some inconsistent results with the

effects of feedback. It gave some good suggestions for how to frame feedback in order to see an
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increase in motivation. This article introduced me to the theory of regulatory fit, something I am

interested to look into more as it relates to feedback and student motivation.

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Jensen, E. (2013). Engaging students with poverty in mind: Practical strategies for raising

achievement. Alexandria, Virginia: ASCD

Chapter five of Engaging students with poverty in mind talks about five actions to

increase motivation and effort in the classroom. He shares five things to help students want to do

more in class. These five actions include: make it their idea, manage risk, build the learner’s

mind-set, provide feedback, and get a trial-size effort. The chapter briefly explains each action

providing some research to support them, and then the author includes a few specific examples

of how to put each action in to place.

A former experienced teacher, teaching at a variety of grade levels from elementary to

college wrote this book. With work Published by ASCD, a worldwide community of people

dedicated to education and the success of students, he proves a respectable author in the field.

While looking at ways I could engage/motivate my students more during work stations, I

went to chapter five for advice. Feedback is what drew my attention the most, because it is

something I am definitely lacking during that time of the day when I am busy teaching my small

reading groups. This chapter gives me some good suggestions on feedback, such as the idea of

developing a rubric. It also gives me some other sources to check out for further literature

review.
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Johns, K., Troncale, J., Trucks, C., Calhoun, C., & Alvidrez, M. (2017). Cool tools for school:

Twenty-first-century tools for student engagement. The Delta Kappa Gamma Bulletin,

84(1), 53-58.

In this article, the authors explain the importance of student engagement related to

classroom management and student success. They mentioned some common principles to

consider for student engagement: students clearly understand learning goals, opportunities for

choice, well-planned activities, provide student prompt, clear feedback, and opportunities for

collaboration. After sharing these considerations, the authors shared four tools for technology

integration in the classroom. These tools are: Fakebook, Google Classroom, Educreations, and

Seesaw: The learning journal. All of these tools have different purposes, but the authors say they

all enhance instruction and promote learning.

Many professors at Jackson State University wrote this article. It was written in 2017 so

the tools mentions are current. This article includes little research as it shares opinions about

their experiences with these tools. They include no research to show classroom use or student

success with these tools. They make it unclear as to which age groups these tools would be

appropriate for.

For the purposes of my research, I am interested at looking into the Seesaw journal app

more. Our school district has been really encouraging it in classrooms, and I would like to know

more about how it could help my students with accountability at independent work time as well

as how it would allow me to give my students some feedback on their work.

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Kracl, C.L. (2012). Managing small group instruction through the implementation of literacy

work stations. International Journal of Psychology: A Biopsychosocial Approach, 10, 27-

46.

In this case study, four first grade teachers went through professional development on

literacy work stations and then implemented literacy work stations in their classrooms. Prior to

this professional development, the researcher observed them during small group instruction.

Each teacher had some type of learning centers in their classroom prior to the study. After

completion of the professional development, teachers implemented literacy stations monitored

for 10-weeks by observations, email interviews, and more formal interviews. Results indicated

that teachers believed instruction time with their small groups improved after implementing

literacy work stations. They also noticed fewer distractions and interruptions while working with

their small groups. Results also indicated more on-task time for students independently working.

Four main themes were discovered during this case study. The first theme had to do with

creating the “I Can…” List with students, or a list of things that students can do at each work

station. The second theme related to scheduling issues. Many students left the classroom for

different reasons throughout this block of time. The third theme dealt with group numbers. The

study found that the number of students working together impacts engagement of students. The

last theme focused on professional development and how teachers seek feedback. The study

determined that many teachers want professional development but they also want feedback and

support to fully implement a new practice.

A professor from the University of Nebraska-Kearney conducted this study. The article

published in 2012, and much of what small group instruction looks like today stays the same.
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She did not include the specific work stations the teachers implemented during the 10-week

period. With that limitation, someone else could get very different results because they used

different types of work at their workstations. I believe what students work on at workstations

could lead to either on/off task behaviors based on motivation of what tasks they work on.

This article helped me understand many teachers face some of the same problems I do

during this time of the school day. I also have many students leaving my classroom for multiple

reasons, adding the extra management piece. Our curriculum also has us creating “I can” posters

while introducing work stations. I had never fully understood the purpose before, but after this

article, I want to further explore how this helps a student’s motivation on the task given to them.

I think that these “I can” posters could be the guide for how I provide my feedback.
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Lanaux, C.F., Vice, K.E., & Fashing-Varner, K.J. (2014). Chaos in the classroom: Center

learning in a 1st Grade Setting. Networks: An Online Journal for Teacher Research, 16(1)

Researchers in this article observed center learning in an experienced teacher’s 1st grade

classroom. The researchers wanted to learn how centers become a learning tool beyond

imaginative play. The research used classroom observations, interviews with students and the

classroom teacher, and surveys. The action research intended to help the researchers and others

correctly implement learning centers in their classrooms. They found three main findings from

their research: (1) success comes from thorough planning and organization, (2) students enjoying

exploratory learning, (3) and centers allow for interaction and communication which helps

develop social skills.

Two student teachers in a Masters of Arts in Teaching program conducted this action

research, with help from one of the faculty members of the program. As student teachers, they

could see a school year start to finish, which helped in understanding how the teacher goes

through the process of introducing new centers. One of the researchers even explained how she

has used the results so far in her own classroom.

A lot of what they discussed in this article seems like a reoccurring theme in the research

I have found so far. You can determine success of students by the planning and organization of

the teacher. This leads me wanting to look into some more research on best practices on how

teachers do all of this without the stress of how much time this takes to do.
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Lietze, J. (2012, September 25). Enabling students to blossom with ePortfolios [Video file].

Retrieved from http://www.edtalks.org/#/video/enabling-students-blossom-eportfolios.

In this Ed-talk, the speaker talks about his experience with the use of ePortfolios with his

students. He first explains some reasons a teacher might use an ePortfolio, these reasons being

assessment, journaling, and goal setting. He explains that ePortfolios provide many

opportunities for feedback and feedforward, as well as help students identify their goals and

encourage them to achieve them and celebrate them together. The speaker then gives an

example as to how he used ePortfolios with his group of students. He started by recording them

swimming and then identified areas of need and talked to them together as a group. They then

videoed one another to see exactly what they did while they swam. They uploaded those videos

to the ePortfolio. After this, students set goals and decided on next steps. Students would then

follow up with another video recording session later in the year to reflect on their growth.

The speaker in this Ed-talk leads the Information and Communication Technologies team

(ICT) at Bethlehem College in Tauranga. He gives his opinion on ePortfolios in the classroom

based on his experiences. He mentions no research of ePortfolios during his talk.

This video helps me understand how I could use the Seesaw app, an online portfolio.

Before this video, I didn’t really consider the idea of students partnering up. This idea interests

me since students work in partners during work stations. He also mentions goal setting, which

seems a constant theme in my research with feedback. Feedback seems more effective when

paired with a goal.

ANNOTATED BIBLIOGRAPY 28

Muhtaris, K.L., Ziemke, K. (2015). Amplify: Digital teaching and learning in the K-6 classroom.

Portsmouth, New Hampshire: Heinemann.

This book provides information about how to appropriately use technology in the

classroom. It is full of meaningful ways to add technology into your everyday teaching, and

includes many examples with pictures throughout the book. The authors start with creating a

bigger picture of what technology should look like in the classroom and why to use it. They then

break it down into some specific examples, providing anchor charts, surveys, and lesson plans.

One author of this book is both an Instructional Digital Age Literacy Coach and a

National Board-Certified Teacher and international educational consultant. The other author is

both a first-grade teacher and learning innovation specialist. This author is also an Apple

Distinguished Educator. These two authors have co-written another book for this same

publisher. Their first book focused on connecting comprehension and technology. They both

have a lot of experience not only with teaching, but with the technology side of teaching. This

book was published in 2015, making these technology ideas relevant today; however, it would

not include any of the latest technology that is used in the classroom today.

I really enjoy this book, and use it anytime I want new ideas for added technology in my

classroom. This book will help as I am looking for how to implement technology for my

research. I really like how it tells the reader how technology should not be used, so I don’t make

the mistake of using it the wrong way. I want to make sure my students are getting the most out

of their technology experience.

ANNOTATED BIBLIOGRAPY 29

Parkinson, L. (2017). Let tech give you back your time. TES: Times Educational Supplement,

(5232), 26-28.

In this article, the author gives time saving suggestions for using technology in the

classroom. The reason for this article came from a questionnaire on teacher workload that he

gave to over 4,500 teachers. The results of how much each teacher said they worked each week

frustrated him, and he wanted to help find a solution to decrease the workload of teachers. He

addressed that teachers feel guilty letting go, which is a problem when it comes to adding

technology because they end up doing double the work instead of letting the technology take

over. In the article he addressed four different tools that could make a teacher’s workload easier.

These tools are Google Suites, Seesaw, Interactive Whiteboard, and Social Media.

The author of this article leads CPD nationwide, focusing on raising standards through

technology. He visits schools as a consultant. This article addresses his opinion based on

experiences with these tools. He includes no research done with this technology. The article

published in 2017, making the tools some of the more current learning tools, but also limited as

he only addressed four.

I really focused on the section addressing the Seesaw app. It includes information on how

Seesaw provides evidence learning without all of the extra work of printing of paper copies. He

also mentions how it makes students feel involved in the process, which could definitely help my

students feel more motivated to work. He also talked about how much time Seesaw saves when it

comes to providing feedback to students. He suggested video recording your feedback for

students to watch back. This is an idea that I could possibly use for my research.
ANNOTATED BIBLIOGRAPY 30

Petre, A. (2017). The role of constant and continuous feedback on students’ learning

motivation. Proceedings of the Scientific Conference AFASES, 2, 161-166. doi:10.19062/

2247-3173.2017.19.2.23

This article explores the motivation of students both intrinsically and extrinsically. The

researcher focused on investigating relationship between the motivation of students and the

constant and continuous feedback from the teacher in continuous assessment activities. The

researcher used multiple questionnaires in the study to identify assessment strategies and to also

identify what motivates each student to learn. Results showed that offering continuous and

constant feedback leads to an increased motivation for learning. This feedback must be offered

both during summative assessments as well as during continuous formative assessments.

A student at the Faculty of Psychology and Educational Sciences from the University of

Bucharest, Romania wrote this article. It published is 2017, so it offers relevant information.

The study showed just a small part of some more extended research, leaving more to discover

about continuous assessment feedback and the link it has to motivation.

One of my research questions closely relates to this as I want to explore the relationship

between teacher feedback and student motivation to do their independent work. I would like to

further look into the questionnaires they used with their sample study, and see if these questions

could relate to primary grade students. I also find it interesting that they looked separately at

both intrinsic and extrinsic motivation when doing their study, another possibility to consider as I

get farther into my research.

ANNOTATED BIBLIOGRAPY 31

Reutzel, D.R., & Clark, S. (2011). Organizing literacy classrooms for effective instruction: A

survival guide. The Reading Teaching, 65(2), 96-109. doi:10.1002/TRTR.01013

In this article, the author addresses the issue of classroom management, specifically

during literacy instruction. The article displays in a question-answer format, hoping to answer

many questions novice teachers have about organization and classroom management for

effective literacy instruction. It addresses questions related to organization of the physical space,

creating an effective plan for managing the classroom, collecting student data effectively,

creating a daily schedule, offering small group instruction, keeping parents involved,

communicating with parents, and continuing with professional development.

The Chair Professor of the Early Childhood Literacy Program at Utah State University

and an assistant professor of Elementary Education at Utah State University wrote this article.

The article would really help someone who needs to plan their entire literacy block. It published

in 2011, so some newer technology to help plan and keep track of data may now exist that they

would not mention in this article.

For purposes of my research, I am interested in what this article had to say about setting

up a classroom management plan, as well as how to go about teaching small group reading while

also keeping effective centers in mind.

ANNOTATED BIBLIOGRAPY 32

Sun, J. C-Y., Martinez, B., & Seli, H. (2014). Just-in-time or plenty-of-time teaching? Different

electronic feedback devices and their effect on student engagement. Educational

Technology & Society, 17(2), 234-244.

This article examines different types of electronic devices used for feedback. The

researchers explain two different types of teachings, just-in-time teaching and plenty-of-time

teaching. They say that clickers help with just-in-time teaching because of the immediate

feedback gained of what students know and don’t know. They also explain how this approach

has limits, such as the time the instructor has for making quality adjustments to content students

don’t yet know. This is why they suggest the approach called plenty-of-time teaching and the

use of online polls with pre-class activities. The quasi-experimental study looked at the

differences between using clickers during instruction and a web-based polling system outside of

class time. The instructor in the control group used clickers in class for immediate feedback

while instructors in the experimental group posted questions six days before each class to gain

information about what students knew and didn’t know about the content prior to class. Results

suggest that plenty-of-time teaching creates a positive learning environment and helps students

concentrate. Results also show that in-class polls lead to higher engagement levels. This study

implicates using varied types of feedback to promote both students’ emotional and cognitive

engagement.

Three researchers worked together to write this article, one from the Institute of

Education at National Chiao Tung University and the other two from the School of Education at

the University of Southern California. Their study got the support of the National Science

Council of the Republic of China and the Center for Scholarly Technology at the University of
ANNOTATED BIBLIOGRAPY 33

Southern California. Each strategy showed to be more powerful depending on what was being

measured, creating some mixed results.

This study relates to my research because I am looking for ways to include feedback to

my students, possibly with the iPad. This gives me two strategies to think about, so I can plan

for how delayed or immediate I want my feedback to be. I like the idea of doing some pre-

questioning before getting to a whole group lesson so I am prepared for what my students

already know and have an idea of what they will need some extra help on. I think I could

implement something like this on the Seesaw Learning Journal App during work stations,

because it allows you to set up activities for students to complete.

ANNOTATED BIBLIOGRAPY 34

Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student

voice in assessment feedback. British Journal of Educational Technology, 48(5), 1092-

1105. doi:10.1111/bjet.12536

In this article, researchers explain their findings from a pilot project exploring the use of

iPad video technology as a self-reflection tool in assessment feedback. During their study they

used iPads to video record one-to-one teacher/student feedback conversations. They then had

each student and teacher individually participate in interviews to reflect on the feedback given as

they watched the video recording. Findings from these interviews showed that all teachers found

it important to provide students with more voice in the feedback process, and students who had

more voice in the feedback conversations found it helpful to their learning.

Researchers in the area of Assessment, Evaluation, and Student Learning at the Learning

Sciences Institute Australia of Australian Catholic University wrote this article. They include a

great introduction section with information already known about the area of feedback within

education, as well as some areas they want to explore further. The article published in 2017, so

they provide a current overview of literature. These researchers seem to have a great

understanding of feedback, and the components needed to make feedback effective in the

classroom. The smaller setting one-on-one with a teacher and one student makes this a limitation

to the study. They mention future research with a larger classroom setting and videotaping a

lesson, more realistic for classroom teachers.

The idea of giving students more of a voice during the feedback process interests me.

This article makes me want to further explore how to incorporate student voice during work

station feedback. The Seesaw app could work really well for this type of feedback idea.
ANNOTATED BIBLIOGRAPY 35

Worthy, J., Maloch, B., Pursley, B., Hungerford-Kresser, H., Hampton, A., Jordan, M., &

Semingson, P. (2015). What are the rest of the students doing? Literacy work stations in

two first-grade classrooms. Language Arts, 92(3), 173-186.

In this study, researchers observed literacy work stations in two first-grade classrooms

after teachers completed professional development on Diller’s model of literacy work stations.

The goal of the study focused on closely observing the use of work stations over the course of an

entire school year. Researchers wondered if teachers made work stations as engaging and

productive as they should? Researchers used classroom observations, videos of small group

instruction, and interviews with both teachers and students. Both teachers had the same

professional development, yet their approach to how they ran work stations in their classrooms

differed. One teacher appeared more structured with her approach, but both teachers encountered

some of the same problems, specifically in student engagement and productivity. Researchers

observed off-task behaviors, student inattention, confusion of what is expected, student arguing,

and frequent teacher interruptions in both classrooms in this study. The researchers concluded

that their results could not be generalized, but they did raise questions about whether or not this

time of day in the classroom could justify as a good use of time every day for students without

teacher support.

Two professors from the University of Texas, Austin, two professors from the University

of Texas, Arlington, a professor from Ball State University, a professor from Arizona State

University, and a second-grade teacher from Barton Hills Elementary School in Austin, Texas all

wrote this article together. The researchers mentioned only being able to find two other articles

researching the effectiveness of work stations. They included those two titles, one of which I
ANNOTATED BIBLIOGRAPY 36

have already read. This is a problem of practice that seems rather untouched. There are plenty

of articles helping you set up/organize your classroom, but this is one of the few to actually

research student engagement.

This article helped me find a gap in the literature. They could only find two recent

articles addressing the effectiveness of literacy centers or work stations. With so many

classrooms using work stations, I find it important to understand what makes them more or less

effective/engaging.