The Final Project consists of a literature review with an annotated bibliography. For each source, you create an annotation, which consists of a brief descriptive and evaluative paragraph of the source. The annotation highlights the relevance, accuracy, and quality of the source cited. This week, you continue working on your Final Project and submit two annotations for feedback from your Instructor.
your position on whether adjusting (raising or lowering) educational performance standards might increase or suppress student motivation. Then argue for or against the assertion that higher performance standards and accountability result in higher student academic performance. Be specific and use Learning Resources and the current literature to support your response.
- Article: Chiu, M., & Chow, B. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579–592.
Retrieved from the Walden Library using the Science Direct database.
- Article: Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735.
Retrieved from the Walden Library using the Education Research Complete database.
- Article: Resnick, L.B. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124(4), 55–62.
Retrieved from the Walden Library using the ProQuest Central database.
- Article: Sheldon, K. M., & Biddle, B. J. (1998). Standards, accountability, and school reform: Perils and pitfalls. Teachers College Record, 100(1), 164–180. Retrieved from http://web.missouri.edu/~sheldonk/pdfarticles/TCR9…