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Critical Reviews of Literature: Annotated BibliographyBertheia GaryEDU695July 15, 2013Dr. Patrice JonesAnnotated BibliographyHarper, B.E. (2009). I've never seen or heard it this way! Increasing student engagement through the use of technology-enhanced feedback. Teaching Educational Psychology, 3(3), 1-8. This research article focuses on student engagement using digital technology feedback from the teacher. The researcher used two types of digitalized methods and compared them to the cognitive motivational benefits of the traditional classroom. The students who were given digital feedback displayed higher perceptions in intrinsic motivation and competence than the students who were engaged using the traditional approach. Students were more motivated when technology was implemented. This research is useful because it focuses on a different instructional method to motivating student learning. Fisher, D., & Frey, N. (2012). Motivating Boys to Read: Inquiry, Modeling, and Choice Matter. Journal Of Adolescent & Adult Literacy, 55(7), 587-596. In this article, there is a focus on the lack of reading success for males. The researchers discuss a school where males read and performed just as well as females. Also focuses on teachers modeling their thinking when they are reading, instruction is guided by inquiry, and book choices are honored. The article is relevant because it shows the importance of a teacher’s role when considering the motivation students in reading. Lau, K. (2009). Reading motivation, perceptions of reading instruction and reading amount: A comparison of junior and senior secondary students in Hong Kong. Journal Of Research In Reading, 32(4), 366-382. doi:10.1111/j.1467-9817.2009.01400.x This is a study that analyzed the relationship between reading motivation, How reading is perceived in instruction, and reading amount, combined with grade differences. Questionnaires were used to measure these variables. It was found that the amount a student read was directly related to intrinsic motivation. Student’s perception on reading instruction was related to reading motivation. The level of self-efficacy depended upon grade levels. The higher the grade, the less motivated students were. Self-efficacy, intrinsic motivation, social motivation extrinsic motivation was highest among juniors than senior students. This particular research is beneficial because it proves that teachers may need to implement different instructional methods depending on the grade level. Melekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers with and without learning disabilities. Learning Disability Quarterly, 34(4), 248-261. In this study, researchers conducted an investigation on reading motivation On reading gains as it relates to struggling readers with or without learning disab- ilities. Students were exposed to a structured research-based program. Motivation was assessed with the use of a survey and reading achievement was measured using a Reading Inventory. It was found that there were reading gains for all the student. There was also a relationship only between pretest reading scores and improvements in motivation of students without disabilities. There were only significant gains for students with no disability. This is a relevant study because in a diverse classroom, there is not only racial and cultural diversity, but also individuals with disabilities. When considering high school students many may lack motivation due to undiagnosed disabilities. Teaching methods must be beneficial for all students. The type of instructional Method is essential for student motivation.Paige, D. D. (2011). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation, oral reading proficiency, comprehension, and academic achievement. Reading Psychology, 32(5), 395-425. doi:10.1080/02702711.2010.495633 This study focuses on a four phase model on situational interest to increase student motivation in reading. This model suggest that activities involving extrinsic motivation can be used to potentially develop intrinsic motivation. It was found that results of this study provide support for the use of oral reading strategies that allow the leveraging of extrinsic reading motivation to encourage reading improvement. This study provides a model that is well needed to increase student motivation. It shows that student motivation is linked to a student’s ability to read and have success in the components of reading. ReferencesHarper, B.E. (2009). I've never seen or heard it this way! Increasing student engagement through the use of technology-enhanced feedback. Teaching Educational Psychology, 3(3), 1-8. method to motivating student learning. Fisher, D., & Frey, N. (2012). Motivating Boys to Read: Inquiry, Modeling, and Choice Matter. Journal Of Adolescent & Adult Literacy, 55(7), 587-596. Lau, K. (2009). Reading motivation, perceptions of reading instruction and reading amount: A comparison of junior and senior secondary students in Hong Kong. Journal Of Research In Reading, 32(4), 366-382. doi:10.1111/j.1467- 9817.2009.01400.xMelekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers with and without learning disabilities. Learning Disability Quarterly, 34(4), 248- 261.Paige, D. D. (2011). Engaging struggling adolescent readers through situational interest: A model proposing the relationships among extrinsic motivation, oral reading proficiency, comprehension, and academic achievement. Reading Psychology, 32(5), 395-425. doi:10.1080/02702711.2010.495633

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This assignment will help you with your Final Project. As a leader, you will be solving a variety of problems. Based on the research literature you reviewed, propose solutions to the instructional problem from each of the five perspectives within the context of a diverse community of learners:

  1. Curriculum
  2. Instruction
  3. Evaluation
  4. Technology
  5. Policy

Identify which perspective most closely aligns with the research findings from your literature review and the knowledge base you have gained through your MAED degree program. Use examples to support your reasoning.

Your paper must be two to four pages in length, in addition to the title and reference pages. You must include a minimum of five resources, which must be cited in proper APA formatting.
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