An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study

References

• Applebee, A. N., & Langer, J.A. (2006). The state of writing instruction in America’s schools: What existing data tell us. Albany, NY: Center on English Learning & Achievement, University at Albany.
   Google Scholar
• Benjamini, Y., & Y. Hochberg. 1995. Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society B, 57, 289–300. doi:10.1111/j.2517-6161.1995.tb02031.x
   Web of Science ®Google Scholar
• Benningfield, S. (2013). The effects of gender and implicit theories on science achievement and interest in elementary-aged students. Masters Theses & Specialist Projects. Paper 1254. Retrieved from http://digitalcommons.wku.edu/theses/1254.
   Google Scholar
• Calkins, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
   Google Scholar
• Chomsky, C. (1979). Approaching reading through invented spelling. In L. Resnick & P. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 43–64). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika. 16, 297–334. doi:10.1007/BF02310555
   Web of Science ®Google Scholar
• Clay, M. M. (1975). What did I write? Portsmouth, NH: Heinemann.
   Google Scholar
• Creswell, J. W., & Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Dignath, C, Buettner,G and Langfeldt. H (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129 doi:10.1016/j.edurev.2008.02.003
   Web of Science ®Google Scholar
• Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. East Sussex, England: Psychology Press.
   Google Scholar
• Dweck, C. S., & Master, A. (2009). Self-theories motivate self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 31–51). New York, NY: Routledge.
   Google Scholar
• Dweck, C. S., & Master, A. (2012). Self-theories and motivation: Students. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 123–140). New York, NY: Routledge.
   Google Scholar
• Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25(1), 109–116. doi:10.1037/h0034248
   Web of Science ®Google Scholar
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. doi:10.2307/356600
   Google Scholar
• Glaser, B. & Strauss, A., (1967). The discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Graham, S., & Harris, K. R. (2016). A path to better writing: evidence-based practices in the classroom. Reading Teacher, 69, 359–365. doi:10.1002/trtr.1432
   Web of Science ®Google Scholar
• Graham, S., Harris, K., Kiuhara, S., & Fishman, E. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. Elementary School Journal, 118(1), 82–104. doi:10.1086/693009
   Web of Science ®Google Scholar
• Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. Elementary School Journal, 115, 523–547. doi:10.1086/681947
   Web of Science ®Google Scholar
• Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. doi:10.1037/a0029185
   Web of Science ®Google Scholar
• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellent Education.
   Google Scholar
• Graham, S., & Sandmel, K. R. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104, 396–407. doi:10.1080/00220671.2010.488703
   Web of Science ®Google Scholar
• Graves, D. H. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann Educational Books.
   Google Scholar
• Guich, S. A. (2007). Relationships among reading self-concept, beliefs about concepts of ability, and reading achievement in emergent readers (Unpublished doctoral dissertation), University of California, Berkeley, Berkeley, CA.
   Google Scholar
• Haimovitz, K., & Dweck, C. S. (2017). The origins of childrens growth and fixed mindsets: New Research and a new proposal. Child Development, 88(6), 1849–1859. doi:10.1111/cdev.12955
   PubMed Web of Science ®Google Scholar
• Harris, K. R., Santangelo, T., & Graham, S. (2008). SRSD in writing: Going beyond NIEs to a more balanced approach. Instructional Science, 36, 395–408. doi:10.1007/s11251-008-9062-9
   Web of Science ®Google Scholar
• Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136. doi:10.2307/1170605
   Web of Science ®Google Scholar
• Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hresko, W. P., Herron, S. R., Peak, P. R., & Hicks, D. L. (2012). Test of early written language (3rd ed.). Austin, TX: Pro-Ed.
   Google Scholar
• Kissel, B. (2017). When writers drive the workshop: Honoring young voices and bold choices. Portland, ME: Stenhouse.
   Google Scholar
• Lai, E. R. (2011). Motivation: A literature review. Retrieved January 13, 2015, from http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf
   Google Scholar
• Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32, 272–299. doi:10.1080/02702711.2010.545268
   Google Scholar
• Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine childrens motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. doi:10.1037//0022-3514.75.1.33
   PubMed Web of Science ®Google Scholar
• National Center for Education Statistics (2011). The Nation's report card: Reading 2011 (NCES 2012–457). Institute of Education Sciences, U.S. Dept. of Education, Washington, DC.
   Google Scholar
• National Writing Project. (2012). National writing project. Retrieved October 18, 2012, from http://www.nwp.org
   Google Scholar
• Ricci, M. C. (2013a). Mindsets in the classroom building a culture of success and student achievement in schools. Waco, TX: Prufrock Press, Inc.
   Google Scholar
• Ricci, M. (2013b). ThinkFun's junior game bundle. Thinkfun. Retrieved July 8, 2014, from http://www.thinkfun.com/mindsetsjrbundle
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. London, UK: Sage.
   Google Scholar
• Rienzo, C., Wolfe, H., & Wilkinson, D. (2015). Changing mindsets: Evaluation report and executive summary. London, UK: Education Endowment Foundation. Retrieved from https://v1.educationendowmentfoundation.org.uk/uploads/pdf/Changing_Mindsets.pdf
   Google Scholar
• Scardamalia, M., & Bereiter, C. (1986). Written composition. In M. Wittrock (Ed.). Handbook of Research on Teaching (3rd ed., pp. 778–803). New York, NY: Macmillan.
   Google Scholar
• Snyders, C. S. B. (2013). “I wish we could make books all day:” An observational study of kindergarten children during Writer's Workshop. Early Childhood Education Journal, 42, 405–414. doi:10.1007/s10643-013-0625-2
   Google Scholar
• Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549–571. doi:10.1177/0956797617739704
   PubMed Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1990). Basic of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
   Google Scholar
• Troia, G. A., Lin, S. C., Monroe, B. W., & Cohen, S. (2009). The effects of writing workshop instruction on the performance and motivation of good and poor writers. In G. Troia (Ed.), Instruction and assessment for struggling writers: Evidence based practices (pp. 77–104). New York, NY: The Guilford Press.
   Google Scholar
• Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wilson, K. M., & Trainin, G. (2007). The first grade students' motivation and achievement for reading, writing, and spelling. Reading Psychology, 28, 257–282. doi:10.1080/02702710601186464
   Google Scholar
• Wilson Language Training. (2011). Fundations Wilson Language Basics for K-3 (2nd ed.). Millbury, MA: Wilson Language Training.
   Google Scholar
• Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73–101. doi:10.1006/ceps.1997.0919
   Web of Science ®Google Scholar