Annotated Bibliography

1. Turel, Y. K., & Johnson, T. E. (2012). Teachers’ Belief and Use of Interactive
Whiteboards for Teaching and Learning. Educational Technology & Society, 15
(1), 381-394.
○ Interactive Whiteboards are some of the most common technology implemented
in schools today, many teachers use them in day-to-day activities, across all
content areas as tools to promote learning in their students. This article takes a
look at how often these IWBs are used, in what content areas they are most used,
and the perceptions from the different teachers about IWBs and their
contributions to an interactive classroom. The authors use a questionnaire to ask
174 teachers, from various teaching levels (6th-12th), about their thoughts on
IWBs and what could promote improved IWB competency. This study shows
the effects on IWb usage, as well as the acceptance rate of IWBs, and by
extension other technologies introduced to the classroom. The researchers are
trying to find the correlation, if there is one, between the frequency of use of
IWBs and the perceptions that teachers have of IWBs, and found it to be moderate
(p < .05). One of the factors that they ended up looking at, almost by accident,
was whether or not IWBs helped educators collaborate with each other and how it
did so; this was an unintentional data collection, and yet it provided some of their
“best” results as far as collection goes. Because technology is a, relatively,
newer form of integration we (Hope and myself) will not be looking at it for our
Thesis. However, I felt as though it was important for us to consider the impact
that IWBs can have on our research and on interactive instruction in general
because they are such a large part of general classroom instruction now. Often
times IWBs are used in instruction and I do not see why our Unit (on interactive
classrooms) would be any different, if anything I think it is more important that
we look at what technology can help us make this research truly worthwhile.
2. Ford, M., & Opitz, M. (2002). Using centers to engage children during guided
reading time: intensifying learning experiences away from the teacher. The Reading
Teacher, 55(8), 710-717. Retrieved from http://www.jstor.org/stable/20205126
○ This article briefly covers some of the literature on centers and interactive
strategies before laying out multiple options for possible centers to be included in
the classroom. For example, center instruction with workbook and worksheets,
pull out centers tend to leave other students with less effective instruction. In this
article, multiple professionals at once are able to deliver guided reading
instruction to all groups, or they are involved in a rotation through different
literacy stations with teachers stationed at guided reading. According to the
article, this encourages classroom structure and questions of student independency
This is important to my action research/Thesis because it provides information on
 the structure of literacy centers in an elementary classroom, and gives potential
resources for further reading and studies.
3. Miller, Bridget & Martin, Christie. (2016). Digital notebooks for digital natives.
Science and Children, 84-89.
○ “In this article, we describe the use of a free whiteboard application called
Educreations modeled on an iPad Mini. Students and teachers are able to use this
tool to create video tutorials that are then archived learning tools to be accessed at
any time (in learning centers, e-books, at home, and so on). Educreations is just
one example; there are many options on the market. Students’ work in any of
these whiteboard applications can be shared privately among peers and parents
but should not be published publicly on an open forum without consent,” (84)
The implication is that electronic notebooks offer options that are more engaging
and inclusive. “Students can (1) draw with digital ink in different colors, (2)
record their session and voice, (3) add photos, (4) type text on any page, (5)
animate images, (6) create multiple pages, (7) easily erase, (8) pause recordings,
(9) and share their work through e-mail, Dropbox, the web, blogs, Facebook, or
Twitter,” (86). “Integrating technology applications in science allows students to
make meaning in multiple ways that can be part of the rehearsal stage of writing.
Students use the voice recordings, drawings, and writing of their own and other
students to foster their own writing of nonfiction informational texts. Following
the writer’s workshop model, the writing process components; rehearsal, drafting,
revising, and editing becomes recursive and fluid. Students gather ideas in the
rehearsal stage, with young writers using illustrations in initial stages,” (87).
Meanwhile, traditional notebooks are limited on the interactive possibilities and
the means of getting feedback. This shows importance to our action
research/Thesis because, digital notebooks allow more inclusion in the note taking
process and allow students to take ownership by creating notes that fit what they
need: color, audio, visual, etc.
4. Busick, K.U., & Stiggens, R.J. (1997). Making Connections Case Studies for
Student-Centered Classroom Assessment. Portland, Or: Assessment Training
Institute
○ This book is important to my study because I noticed some statements popping up
throughout that do not necessarily agree with other authors viewpoints. for this
reason, I will use this to provide the alternate research and to better my evidence
in my claims. The author mentioned abandoning multiple choice testing formats
completely, while I've noticed that other authors tend to list that as a type of
summative assessment for their process. A trend I've noticed in most of the
research shows other educators opinions, but the actual author is vague about their
own opinion. This books presents a lot of educators opinions that turn in to
discussion questions, leading everyone to form their own opinion.
5. Hattie, J., & Temperley, H. (2007). The power of Feedback. Review of Educational
Research, 77 (1), 76-115.
○ This is a very valuable article about feedback and the effects it has on students.
The article explains that so many articles speak volumes about feedback, but fails
to distinguish good feedback from bad. The impacts of different feedbacks are
demonstrated in the article. Hattie explains that praise is ineffective, where as
instructive feedback reports the best success. (he emphasizes the need to decrease
the ambiguity of feedback, and provide it in a succinct but informative way.
Teachers can clarify goals, and create a learning environment in which the
students are clear about them. This article mentions that teachers should guide the
students to where they are going, how to go there, and what happens after they
have completed those steps.
6. Holmes, L.E., & Smith, L.J. (2003). Student Evaluations of Faculty Grading
Methods. Journal of Education for Business, 78(6), 317-325. doi:
10.1080/088323203095986:20
○ The authors at The University of Wisconsin: Whitewater explore the use of
grading methods by evaluating student comments and complaints on grading
systems. They are concerned that students are more concerned with the grades
they earn rather than the knowledge base they develop. Also, the authors find that
grades reflect the biases of individual instructors. They explore grading methods
and the attitudes toward them by surveying almost 87% of the students enrolled in
a college. They were asked about essay grading and Quantitative grading,
showing that they were most frustrated with the instructors that provided minimal
to no feedback. The students also complained that they were not provided with
reasoning behind the grade the instructor gave them. This article provides
substantial data, from a large sample, about the providing of powerful feedback.
7. Schachte, W. F. (2009). Voices that Emerge: Understanding formative assessment
from the students’ eye view (Doctoral Dissertation)
○ This author speaks about the aversion that one would have if methods from 50
years ago was applied to them today. The role of formative assessment is huge
when it is referenced as a starting point for the improvement of student success.
While teacher’s instructional methods and student learning is improving in
regards to student success and their perceptions, the quality of education is
centered around how the student truly learns. The author explains that student
perceptions of themselves is due to the unconscious ranking that students are
given by the school and faculty. The author suggests that the 50-year-old beliefs
impact the purpose of assessment and results in corrupt expectations of the
students. This dissertation is really beneficial to our research because the whole
point of our survey and questions is to determine if students feel any sort of
ownership/ control over their learning and tests that they take.
8. Marzano, R. J. (2003, September). Educational Leadership. Retrieved from The Key
to Classroom Management:http://www.ascd.org/publications/educationaln
leadership/sept03/vol61/num01/The-Key to-Classroom-Management.aspx
○ Marzano talks about the teacher-student relationship is a keystone for all aspects
of classroom management. Teachers who exhibit higher levels of teacher-student
relationships had 31% fewer discipline problems in their class. Teachers who are
the most successful have these characteristics; they exhibit the appropriate level
of dominance both on having a clear purpose and strong guidance both
academically and student behavior. Another characteristic that teachers exhibit is
the appropriate level of cooperation and being aware of high-needs students, as
well as having students help build the curriculum by being able to set their own
objectives for learning when a new unit starts . This article goes with my research
question helps answer my research question, as well as my Thesis, because it will
help us prove that student-led classrooms as well as student ownership over their
instruction and learning is a healthy and useful alternative to the traditional
methods.
9. Low, S. H. (2015). "Is this okay?". Art Education, 68(1), 43-49. Retrieved from
https://collegeofidaho.idm.oclc.org/login?url=https://search-proquest-
com.collegeofidaho.idm.oclc.org/docview/1640489615?accountid=163019
○ While this article focuses on getting students to take ownership of their learning
in an art class and through the feedback of the teacher, I firmly believe that it will
help Hope and I to continue our own research, because it helps us get a well
rounded view of what student ownership looks like in multiple different settings,
not just the few that we have access to ourselves. This article focuses mainly on
the use of feedback during the creation process and encouraging students to have
persistence and originality during their work process, and it also highly
encourages them to continue to improve upon their work if there is even the
slightest thing they are not happy about with their work.
10. Chan, P., Graham-Day, K., Ressa, V., Peters, M., & Konrad, M. (2014). Beyond
involvement: Promoting student ownership of learning in classrooms. Intervention
in School and Clinic, 50(2), 105-113.
○ Chan and the other authors centered their research around “best practice” and
what that means. They specifically mention that teachers who consider one-to-
one participation are not necessarily aware of how much ownership their students
have in their work and in their learning. They discuss the benefits of student
ownership and ask questions such as, “How will students know where they are
headed over the course of a year, an instructional unit, or a lesson? How will
students set personal goals and track their own progress towards these goals? How
will students learn to receive, recruit, and use feedback? How will students
support each other’s growth? How will students communicate their goals,
progress, strengths, interests, and needs?”, in order to delve deeper into the idea of
student ownership and its impact on what a student learns and how much they
retain over the year.