Case Study for Education Assignment Questions
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The Reading Incentive Program
Catherine teaches second grade in an economically disadvantaged elementary school. Many of her students read below grade level. Some of her students have had little exposure to reading outside of school, and most do not choose to read during their free time at school. Knowing that reading skills are important to future success in school, Catherine is justifiably concerned.
In an effort to entice her students to read more, Catherine develops a reading incentive program. She places a large chart on the classroom wall to track student progress. Each time a student completes a book, he or she tells Catherine, who then places a star next to the student’s name on the chart. Each student who reads five books per month receives a small prize, from the class prize box. The student who reads the most books in any given month receives a larger prize. When Catherine tells her students about the new incentive program, they are very excited.
“This is great!” says Joey. “I’m gonna get the most stars!”
“No, you won’t,” says Peter. “Sami will. She’s always got her nose stuck in a book. She’s the best reader in the class.”
Sami is a very good reader. She is reading well above grade level and generally favors novels from the young adult section of the library. These books are rather lengthy and take her quite some time to finish. However, she really enjoys them. Catherine has brought her several from her own collection as well, since none of her classroom books seem to interest Sami.
The first week of the program is quite exciting. Every day students tell Catherine about the books they have read. The chart begins to fill with stars. By the end of the week all the students have at least one star next to their name except Sami. During the last week of the month many students choose reading as a free time activity. The students are anxious to ensure that they will earn at least one prize and many are devouring books in anticipation of being the month’s “top reader.” At the end of the month, 23 of Catherine’s 25 students have 5 stars on the chart. The only exceptions are Sami, who has only 1 star, and Michael, who had chicken pox during the month. True to his word, Joey receives the most stars—15. The students excitedly choose their prizes.
The following month the reading frenzy continues. This time Sami joins her classmates in their accumulation of stars and receives 30, making her the top reader. Joey is right behind her with 25. Every student in the class earns at least 5 stars, entitling all to a prize. Because they are all reading so much, Catherine gives them a Friday afternoon party, at which they watch an animated movie and eat popcorn.
A similar pattern is repeated over the next several months. The star chart fills quickly. Catherine believes that the students are reading enough that they will do quite well on the annual state achievement test. She is thrilled with their progress. She decides that after the test, she will drop the incentive program and just quietly keep track of how much her students read. After doing this she notices that once again very few students are reading during their free time. Even Sami is no longer reading when she is finished with her other work. Now she draws instead
1.What are the issues in this case?
– Read through thoroughly to understand the case.
– Bring out the main areas and dimensions of concern as identified in the case.
-Look from the difference character’s perspective into the identified dimensions.
– Consider the main characters and their main issues to summate the predominating issues in the case.
– Try being objective when answering.
2. Analyze the case from the perspective of extrinsic and intrinsic motivation.
-Give a brief understanding to reader as to what is extrinsic and intrinsic motivation. Limit this to a sentence.
-Bring out the point of intrinsic and extrinsic motivation as identified in the case against the characters.
-Use analytical terms when presenting analysis. Look in for analytical verbs http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
-State in convincing manner both dimensions.
– Filter down to bring out the dominance of the type of motivation majorly identified in the case.
3. Analyze the case from a goal orientation perspective.
– Make use of certain goal theories to present and depict application of the same in the case.
-Use analytical terms as suggested in the previous question.
– Take a look at bigger perspective and filter down to the niche area that resolves the issue in the case when analyzing goal orientation.
4. Why do you think Sami went from receiving 1 star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school?
– Before giving the direct reason as identified from the case. Given the case issue of shift in Sami’s grade in a sentence and then present the change in scenarios over the case.
-Then state reason of rise in stars along with identified negative aspect of the issue, as there lies a negative concern in the backdrop.
-The second part of the question can be answered in a straight forward manner. Give a direct answer and justify the reasons of such change. Mention clearly why and how this is a negative situation.
5. What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?
– Mention the incentive program and then state reasons of disadvantages over advantages.
-Look for the best incentive programs that can be implemented in a classroom that promotes student’s motivation towards reading.
-Then give points that show how that does not undermine student’s motivation to read.