Draft+Literature+Report


 * Literature review - draft **

Researcher on success, Napoleon Hill (1883), stated that “Everyone enjoys doing the kind of work for which he is best suited.” This sentiment is echoed 119 years later by Powell and Powell (2011) who suggest that allowing students choice that relates to their personal learning styles allows for products that are “rich in conceptual understanding.” They state “We know the anxiety and stress of being compelled to work in one’s least preferred production-style can actually serve as an obstacle to cognition. The medium does affect the message.” This line of thought is also explored by Baum and Nichols (2009) when they suggest that providing choice is possibly a more powerful cognitive experience when students have an understanding of their personal learning styles and are sometimes allowed the option of aligning tasks to their learning-style strengths.

Whether choice is matched to learning styles or in some other area, there is much research that suggests that providing students with choice is a key to improving not only performance but also motivation. When reviewing research in this field, Helen Moran states that the results “clearly show that more choice equates to greater enjoyment, and presumably more engagement” and that a number of previous researchers “found that student enjoyment is closely linked to engagement, which in turn is linked to levels of performance.”

Kohn (1993) also links choice and motivation when he asserts that students who are deprived of choice are also likely deprived of motivation. After citing a number of research projects which link student success and high level of motivation, he states “There is no question about it: even if our only criterion is academic performance, choice works.” (pg 7) Looking beyond academic performance and towards motivation, Stone and Madigan (2008) cite Becker who “suggested that a greater amount of choices available for the student promotes a greater sense of ownership and, consequently, higher levels of motivation and commitment.”

However, despite the assertions above,there is also a body of research that proposes that offering choice may not always enhance performance and motivation. Patall et al. (2010) suggest that “.... choice may not always be effective or that there are more effective strategies to support motivation.” Furthermore, Kohn (1993), supported by Starnes and Paris (2000), cautions that although choice is generally a desirable option, it also needs to be guided when he states “Nearly every essay on education by John Dewey, the father of progressive schooling, stresses the importance of adult guidance and derides the idea of “leaving a child to his own unguided fancies.” In fact, Barry Schwartz (2009), referring to Iyenger and Lepper (2000) and Iyenger et al. (2004) points out that “...too many options seemed to produce paralysis rather than liberation.” He expands upon this idea by stating “If one overcomes paralysis and choose, evidence suggests that the quality of performance deteriorates with increases in the number of options” and summarises the findings “...it now seems clear that whereas choice is good, more choice is not necessarily better.”

When Helen Moran (????) asked students to reflect on their experience of choice in the classroom, most students indicated that “...they enjoyed the opportunities, but a small group said they preferred to be told what to do and when, as they had found it hard to manage themselves.” She highlighted the fact that some students might prefer more extrinsic motivation in the form of teacher direction. In contrast, Powell and Powell (2011) state that “Whenever you can link the classroom curriculum to student interest, you tap into internalized achievement motivation - where goals are personal, motivation comes from within, and achievement is deeply meaningful.”

Our goal was to enhance student motivation and performance. While looking at personal learning styles and the consequences of choice in relation to personal learning styles, we were confronted with an array of opposing research. Bearing in mind that the “evidence on choice effects has not been ubiquitously positive” (Patall et al. 2010), we were keen to explore the effects of choice in our own classroom environments by conducting our own research by asking: “How do project choices impact student motivation and performance?”

‍**Bibliography:**
Baum, S., & Nicols, H. (2009). Your child's style. Retrieved from []

Kohn, A. (1993, September). Choices for children: why and how to let students decide. Kappan, Retrieved from [] giving elementary students choices&hl=en&as_sdt=0,5

Moran, H. (n.d.). Personalised learning- engaging students by providing choice in the classroom. Retrieved from http://kidspeak.wikispaces.com/Personalised Learning - Engaging Students by Providing Choice in the Classroom

Napoleon Hill. (n.d.). BrainyQuote.com. Retrieved February 19, 2012, from BrainyQuote.com Web site: []

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology ,102(4), 896-915. doi: 10.1037/a0019545, []

Powell, P., & Kusuma-Powell, O. (2011). How to teach now:five keys to personalized learning in the global classroom. Alexandria, VA, USA: ASCD. Retrieved from []

Schwartz, B. (2009). Incentives, choice, education and. Oxford Review of Education, 35(3), 391-403.

Starnes, B., & Paris, C. (2000). Choosing to learn. Kappan, 81(5), 392. Retrieved from []

Stone, J. A., & Madigan, E. M. (2008). The impact of providing project choices in cs1. ACM SIGCSE Bulletin, 40(2), 65-68, Retrieved from[]


 * Sources **



[|The Effectiveness and Relative Importance of Choice in the Classroom.pdf]

[|The Impact of Providing Project Choices in CS1.pdf]

[|Incentives, choice, education and well-being Barry Schwartz* Swarthmore College, USA.pdf] [|__http://search.proquest.com__]

bit off the beaten track but can pull out some generic ideas about choice: [|__http://www.ted.com/talks/barry_schwartz_on_the_paradox_of_choice.html__]

again... a bit off beaten track but parallels regarding having options and opportunities to make common sense choice outside of rigid teacher perscriptive: [|__http://www.ted.com/talks/barry_schwartz_on_our_loss_of_wisdom.html__]

[|__http://www.ed.psu.edu/englishpds/inquiry/projects/Hendershot.pdf__] (Student Choice in the Language Arts Classroom Effects on Learning, Interest and Motivation)

[|__http://psycnet.apa.org/journals/edu/102/4/896/__]  (PAID) The effectiveness and relative importance of choice in the classroom. Patall, Erika A.;Cooper, Harris;Wynn, Susan R. Journal of Educational Psychology, Vol 102(4), Nov 2010, 896-915. doi: [|__10.1037/a0019545__]

=‍‍[|__http://dl.acm.org/citation.cfm?id=1383637&dl=ACM&coll=DL&CFID=63687942&CFTOKEN=62907802__]  (paid) The impact of providing project choices in CS1 =

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">__http://kidspeak.wikispaces.com/Personalised+Learning+-+Engaging+Students+by+Providing+Choice+in+the+Classroom__ <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Personalised Learning - Engaging Students by Providing Choice in the Classroom__


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<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__1__]__…__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Personalised Learning: Engaging Students by Providing Choice in the Classroom <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Helen Moran (FREE AND SHORT!!)

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.jce.divched.org/Journal/issues/1979/Dec/jceSubscriber/JCE1979p0827.pdf__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> ( <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Student Independent Projects and <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Experimental Choices in a Structured <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Biochemistry Laboratory Course) - looks like it is the full, short article

=__Papers by Amber M.)‍[[#[]__( __Motivating Students through Power and Choice__by__Amber M. Simmons__ |__Papers by Amber M.)]]<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__http://uga.academia.edu/AmberSimmons/Papers/623158/Motivating_Students_through_Power_and_Choice__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> ( <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__Motivating Students through Power and Choice__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">by <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__Amber M. Simmons__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> | <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 16px; vertical-align: baseline;">[|__Papers by Amber M.)__] =

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__https://scholar.vt.edu/access/content/user/dcruzan/PortfolioPublic/ActionReasearchProjectFinal.pdf__]

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://adsabs.harvard.edu/abs/2001PhDT.......254M__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> For the article below
 * <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">[|__Fulltext Article__]
 * <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">[|__Citations__]
 * <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">[|__Find Similar Articles__]
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=‍‍<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation = <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__Milner-Bolotin, Marina__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">ProQuest Dissertations And Theses; Thesis (Ph.D.)--The University of Texas at Austin, 2001.; Publication Number: AAI3033585; ISBN: 9780493458069; Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3732.; 207 p.

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www1.chapman.edu/~radenski/research/papers/freedom-iticse09.pdf__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> (moodle)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Choices for Children: Why and How to Let Students Decide <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">by Alfie Kohn <span style="background-color: transparent; color: #1155cc; font-family: Calibri; font-size: 15px; vertical-align: baseline;">[|__http://scholar.googleusercontent.com/scholar?q=cache:Wc1A9-8y29IJ:scholar.google.com/+giving+elementary+students+choices&hl=en&as_sdt=0,5__]

<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">Your Child’s Style <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">by Susan Baum and Henry Nichols <span style="background-color: transparent; color: #1155cc; font-family: Calibri; font-size: 15px; vertical-align: baseline;">[|__http://www.internationalcenterfortalentdevelopment.com/uploads/9/3/2/8/9328117/prototypes_by_baum_and_nicols.pdf__]

<span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">How To Teach Now <span style="background-color: transparent; color: #000000; font-family: Calibri; font-size: 15px; text-decoration: none; vertical-align: baseline;">by William Powell and Ochan Kusuma-Powell <span style="background-color: transparent; color: #1155cc; font-family: Calibri; font-size: 15px; vertical-align: baseline;">[|__http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx__]