Cloey Thorpe

ED 590-02
Annotated Bibliography

Daniel, S.J. (2020, April 20). Education and the COVID-19 pandemic. Prospects , 49, 
91-96.

This article was made to discuss the things the education system should do immediately at the
start of the pandemic and then moving forward. It discussed preparations, needs to students,
reassurance to families, remote teaching, curriculum, assessments, and then after COVID-19.
When discussing preparations, they talk about bringing books home, tying up loose ends such
as testing and reports immediately, and staff training to prepare them for what is to come. The
training could discuss how to work with your coworkers to technology and apps that may help.
Next, all of our students are different and have different needs. Many students left a school
never to see their friends again. Others weren't able to finish things that may have been very
important to them. They could feel anxious about their education and safety at home or
unprepared for what's ahead. These thoughts and feelings can be discussed when reassuring
families and their students. Communication is key, no matter the information available or not. A
remote teaching tip that was given was to use asynchronous teaching. This allows students to
access what they need to and when they can. It can give you and students a chance to breathe.
You are also able to check in on the students and see how work is coming along. Curriculum is
really tricky. Some schools had teachers following everything, while others gave teachers more
grace with the content they were teaching. Whichever one you are with; you want to make it
fun and exciting, so students are still engaging in their learning. Some assessments have been
put on pause, while others are continuing. If you have no assessments to give, it is still good to
check in on where each student is at, to make sure they are getting ready for that next grade
level. Finally, it discusses after COVID-19. There may be a lot of anxiety around transitions and
the unknown, so continue to have conversations with families and students. This has prepared
schools to be more organized systematically and allowed them to see which technology works
and what doesn't. This will prepare them for the next steps. 

I believe this source would have been more useful to teachers at the beginning of the pandemic,
but I still think it is helpful in understanding the simple steps that come along with the pandemic
and remote teaching. It emphasizes connecting with families, asynchronous learning,
curriculum, and assessments which are all still talked about today during the pandemic in
schools. This article is very different from the others since its talking about COVID-19. After I saw
1 article discussing COVID-19 in schools, it made me want to see more. This source is reliable
and the goal of it is to inform people of the steps that need to be taken at the beginning,
middle, and end of the pandemic. This source was slightly helpful to me. I knew a lot of the
information being talked about already, but it was a great refresher to remind me of what
exactly educators should be doing at this time. This helps my practice by reminding me that
when looking at articles I already know a lot about, it can refresh my memory and allow me to
refocus my thoughts on the topic. This reminds me to be much more open with families,
colleagues, and even my students. During this time there are still a lot of unknowns, so it can
bring us closer and understand each other a little more.

Desiderio, M. F., & Mullennix, C. (Summer 2005). Two Behavior Management Systems, 
One Classroom: Can Elementary Students Adapt? The Educational Forum, 69, 
383-391.

This study was focused on assertive discipline. Assertive discipline is a behavior management
system that emphasizes positive reinforcement as the key to students making appropriate
choices regarding classroom behavior. Mentor teachers during a meeting brought up a concern
they had with student teachers. They were worried that their students wouldn't be able to
handle a change in behavior management. So, I proposed the question: will young students be
able to adapt to 2 different teachers with different behavior management styles? We now focus
on a student teacher in a first-grade classroom, with 18 students, in a rural town. She will be
enforcing assertive discipline. The first thing she did was create her own plan for it. She listed
the rules, the actual discipline plan, a reward system, a class-wide reward system, and class
procedures. She taught it to the students and saw it was working as long as she stayed
consistent. Students understood that it was up to them to earn the reward, not just the teacher
wanting to give it to them. The mentor teacher had 4 observations of the student teacher. They
saw that she was able to bring in new concepts that worked well and stated that the change in
discipline was having no effect on the students. A researcher visited a classroom 5 times, 3
while the student teacher was there and 2 with the mentor teacher. They saw 2 actions that
the student teacher was doing that were critical to successfully implementing assertive
discipline: reminding students of directions and positive reinforcement. Overall, the students
did not seem confused by the 2 teachers and their 2 different management styles. As long as
the plan is prepared, implemented, and consistent, students will know what is expected from
them. 

I believe this source is useful. It shows you a new type of discipline that backs up the concept of
positive reinforcement. The goal of this source is to explain what assertive discipline. The other
goal is to explain that as long as a behavior management plan is thought out, implemented,
and held consistently in the classroom, students will follow what is expected of them. This
source was very helpful to me. I have not heard about assertive discipline before, or if I have it
must not have stuck with me. It gives me another type of behavior management style that I
could use in my classroom if another one isn't working. I will use this in my own teaching by
using positive reinforcements with students. Seeing multiple different articles state how
important it is allowing me to see how much it may help me.

Downing, J., Keating, T., & Bennett, C. (Fall 2005). Effective Reinforcement 
Techniques in Elementary Physical Education: The Key to Behavior 
Management. Physical Educator, 62(3), 114-122.

This article discusses why reinforcement in education is important in behavior management,

how to bring it into your classroom in 2 different ways and how to modify it once it begins to
work. Positive reinforcement can contribute to effective teaching, proactive learning, and
enhanced pupil motivation. Peers will see each other succeed and by nature want to hear that
validation. Reinforcement can shape the teaching of a new skill and encourage the use of it.
There are 2 different types of reinforcement strategies: situational reinforcement and
structured reinforcement. Situational reinforcements are those that are daily and are
spontaneous. You see them used when a student that typically misbehaves started behaving
and you see it in the classroom and outside of it. Structured reinforcement is generally used
with students that don't respond to those daily reinforcements. There are 5 steps in setting up
your structured reinforcements: 1) design a method to measure the number, types, and extent
of behaviors that occur in class. 2) define the borderline between acceptable and unacceptable
behaviors. 3) choose a reinforcer. 4) decide how much of a new behavior a student must
demonstrate to earn reinforcements. And 5) decide whether to reinforce behavior continuously
or intermittently. After having set up a reinforcement system/type works better for you, you
can begin to modify it as students pick up on it. There are 4 ways to modify your plan: 1)
require more of the desired behavior for the same amount of reinforcement. 2) when the
behavior has reached the level of success deemed appropriate, reinforce less. 3) when the
delayed reinforcement effectively serves to maintain the desired behavior, begin to modify the
magnitude of the reinforcement. And 4) when the behavior is successfully maintained by the
less powerful reinforcer, switch from continuous reinforcer to intermittent reinforcer. The
article closed by giving us an example of structured reinforcement. There were 2 students who
would constantly talk out. The teacher decided to set it up so that the students owed 1 minute
per talk out after they had already talked out 7 times. They would owe a minute during their
Friday game or free play. As time went on, the students were talking out 7 times or less, which
allowed them to play the game. The teacher then modified it to 5 times, so it would be tricker
for the students. Over time, the students were able to have their requirements lower and the
behaviors went away. 

I thought this source was very useful. I know that it is geared toward a physical education
setting, but I believe that it could be used in any. The goal of this source is to allow you to see
what positive reinforcement is, how to bring it into the classroom and then how to modify it
once students take hold to it. It gave a great example at the end to show that this can work
within the classroom setting. This source is less of a case study, and more of an informational
read to allow me to learn more about the topic. It seems very reliable and unbiased. This source
was helpful to me. Positive reinforcements are something that I want to get better at. I see the
benefits of them and how positive they can be, but I find myself often forgetting to use them.
Seeing how to set up structured reinforcements gives me a plan for how I can reach behaviors in
my own classroom someday.

Einck, C. (2017). Growth Mindset Affects Elementary Students . Northwestern

College- Orange City, Education. Orange City, IA: NWCommons.

This article talks about what a growth mindset is, how we can incorporate it into our
schools/classrooms, how to help different groups of students with implementing it, and
resources that help teach what it is. It defines a growth mindset as the belief that the most
basic activities can be developed through hard work and dedication. In research, we are starting
to see older students having a fixed mindset and not being able to see how they could continue
learning more. It discusses how we must change the culture in the school and how all adults
there must teach by example. We must normalize failure, talk about our own failures, and show
failure in different types of lessons. We must also teach what a fixed mindset is, what optimism
is, and what productive struggle entails so that our students know the difference and can
differentiate their thoughts into different categories. They will then be able to see how to
change these thoughts into ones that will benefit themselves. The article went on to talk about
the growth mindset in gifted and talented students and special education students. It ended
with giving us different resources and curriculum that we can use in order to teach growth
mindset and bring it into the classroom. 

I believe that this source was useful. It explained numerous times why it is beneficial to bring the
idea of growth mindsets into the classroom for all different types of students. I would have liked
to see more discussion on growing the mindset of students who are gifted and talented and
students within special education. Learning more ways to implement a growth mindset to those
students would be nice. The article ended with a long-annotated bibliography that would allow
more articles for you to look at if you wanted to learn more. I believe this article is very reliable
with all the different sources and citations it used. This source was helpful to me. It gave me the
basics of what a growth mindset is and why I should incorporate it into my classroom. It showed
me different strategies and ways I can give my students examples of growth and fixed mindsets.
After reading the article, I would like to have a poster about growth mindset in my classroom
and discuss it at the beginning of the year with each new class I have. This conversation can and
should happen at any level of education.

George, D. S., Strauss, V., Meckler, L., Heim, J., & Natanson, H. (2021, March 15). 
How the pandemic is reshaping education. Retrieved from The Washington
Post:[Link]
year-changes/

This article looked to discuss how the COVID-19 pandemic is reshaping education and the
effects it has had on it. It discussed many different parts of the education system and students
being in schools. The first thing talked about was schooling by screen. This is something that will
carry on for years to come. There were 2 different parents that stated how great it was for one
child, while it was completely terrible for the next. This will be a great way to allow students to
choose which learning style is best for them. Next discussed the catching up schools/students
are needing to do. Many schools are worried over the learning lost due to the pandemic and
students not being at grade level. They are setting up summer programs and high intensity
tutoring to help students get caught up, but also learn what students who haven’t fallen behind
are learning. Then the topic of students struggling was discussed. Many students are needing
more support with their mental health. A solution the article talked about was hiring more
counselors, therapists, and even possibly partnering with community mental health providers.
Technology is also helping students speak to people about their mental health virtual, so they
don't have to wait for school. Next turned to how teachers are being tested. When teaching
online, many teachers don't see or hear from their students. One teacher said that she has no
clue what some of hers look like. This is making teachers want that connection even more come
next school year. Every teacher in this setting was a first-year teacher, they were all learning
something new. Keeping students connected at home within the coming years was also
discussed. Laptops and hotspots are likely to stick around in students' homes. This gives all
students a chance to get their work done in an equal way. It also allows parents to have quick
check-ins with teachers if they need one. Then they discuss D-plus school buildings. The
pandemic offered a spotlight on schools that needed work done on their heating, cooling, and
ventilation systems. Many have bad air flow and lack cleanliness, so school boards are making
room within budgets to help restore clean air in their schools. Next the article talked about
rethinking attendance. Some schools said students were present if there was some type of
connection made virtually, others said they needed to be logged on for the whole day. Teachers
are seeing that with students being absent they may fall behind, but others are just as engaged
as they were before. With the idea of attendance, it leads into the topic of school funding. With
less students in schools, there is less funding, which could cause programs and personnel to eb
let go. They are seeing that it may be more realistic to change it based on student enrollment
rather than students in seats, since many students are missing school around this time. The last
thing the article pointed out was testing. Many schools are having to do testing but are not sure
how they will use that information moving forward. Teachers are wanting to see new ways to
assess their students, rather than standardized testing. 

This resource was very useful to me. It let me see every aspect that the pandemic has had an
impact on within schools. It broke down each part and allowed you to think about the different
aspects in a new way. It gave insight into how parents, teachers, and politicians are feeling
related to education. The other sources I have come from more of an academic standpoint,
whereas this one is coming from a newspaper. Here we may see some more bias, but we are
hearing the points from many different sides to give us different perspectives of the topics. The
goal of this article is to let you see how the pandemic has affected education, and what it could
mean for the future. This source shapes my own practice by making me want to have
conversations about how the pandemic has affected me as an educator and what it could mean
for my future in education. I would like to look through each topic within the article and assess
my own views on it. I would like to relate those to my peers and grow in our understanding of
the impact of the pandemic and what it means.

Malboeuf-Hurtubise, C., Léger-Goodes, T., & Mageau, G. e. (2021, April 20). Philosophy 
for children and mindfulness during COVID-19: Results from a randomized cluster trial
and impact on mental health in elementary school students. Progress in
Neuropsychopharmacology & Biological Psychiatry, 107, 1-6.

This study was looking at the negative effects of the COVID-19 pandemic on children,
specifically mental health such as anxiety, depression, and behavioral disorders. They believe
these feelings come from boredom, family difficulties, or lack of social interaction. They were
seeing 5–12-year old’s particularly affected, and some with past disorders even more. They
wanted to test mindfulness-based interventions (MBI) and philosophy for children’s
interventions (P4C) to see which improved mental health more. MBI teaches students to focus
on sensory experiences and to recognize and accept thoughts/emotions. Philosophy for
children invites them to reflect and share on moral issues and personal values, while also being
able to understand their thoughts and feelings. Prior to the study, they believed that P4C was
going to have a greater impact on students amid the pandemic. They used a randomized cluster
design on elementary students. There were 5 classrooms total (2 gifted and talented) with 37
students in all from 2 different schools. The average was 8.18 years old. 57% were boys while
43% were girls. 3 classrooms used MBI and 2 used P4C, and both were delivered online and in
real time at the beginning of the pandemic. Students completed a pre-intervention and a post-
intervention. There were 5 weeklong interventions, both were 5 days a week an hour at a time.
MBI discussed 1) mindful stopping and taking care of oneself, 2) body scan, 3) mindful walking,
4) mindfulness, gratitude, and personal strength, and 5) writing my legacy. P4C discussed 1)
why do we go to school, 2) sadness and fear, 3) personal freedom and rules, 4) being old, and 5)
death. In the end they found that participants in P4C showed lower scores on the measured
symptoms at the post test than MBI. Sensitivity analyses were conducted and showed
significant pre to post decrease in symptoms among the P4C group, while levels remained
similar in MBI. Finally, when they looked at basic psychological needs, MBI showed greater
satisfaction at posttest than P4C. P4C showed slight, non-significant decrease in satisfaction.
They were able to conclude that P4C is better when centered around COVID-19 related themes
to reduce symptoms, whereas MBI may be more useful to improve basic psychological needs. 

I believe this source is useful. It gives you an intervention to use either online or in the classroom
that can help students understand mental health and how to improve theirs. With everything
that's going on, some students may be feeling a lot, so anything that may help them is useful.
This article is different because it gives me ideas on how I can improve my student’s mental
health, whereas in other articles it hasn't hit that topic much. The goal of this source is to see
which intervention will be more beneficial. This source was helpful to me. It gave me an
understanding of 2 types of interventions I have not learned too much about. I can use these
now in my own classroom to talk about mental health with my students. Since mental health is
so important and the conversation around it is growing more it makes me have more questions
about the things, I can do to help students in my future classrooms.

McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016, January). 
Mindset and standardized testing over time. Learning and Individual Differences , 45,
208-213.

A study was done over 3 semesters, in 28 classrooms, with 419 students aged 3rd-6th grade, to
examine the relationship between students' mindset and their standardized test performance.
They used the Theory of Triadic Influence and the difference between growth and fixed mindset
to base their study off of. The Theory of Triadic Influence is the different sources that affect
people's beliefs and behaviors, such as intrapersonal, interpersonal, and contextual factors. A
growth mindset in students shows students persevering through tough course work and seeing
that they can always achieve and learn more. A fixed mindset in students shows them often
giving up once things get too difficult and not seeing that they can achieve things once they
have learned another. Prior to the investigation each student reported their mindsets related to
math and reading in the fall and spring. They did this by taking a questionnaire. What was
found was that academic achievement declined over time, but it was contingent upon students'
initial mindset. Students with a more growth mindset declined at a slower rate than those with
an initial mindset that was more fixed. 

I believe that the source is useful, but only to show the effects of a fixed mindset compared to a
growth mindset in regard to this study. The goal of the article is to show that students will have
a better test performance if their mindset is more growth than fixed. The study found that
overall, the scores were declining, but not at the same rate for everyone. Hence why they found
students with fixed mindsets declined at a faster rate. This article proves their point of the
necessity of students having a growth mindset versus fixed. I don't think this source was all that
helpful to me. Knowing what I do about a fixed mindset compared to a growth, I figured that
test performances would be lower for students that can't see themselves succeeding after a
certain time. It does help in showing me the importance of a growth mindset when dealing with
testing and other areas of education.

Polirstok, S., & Gottlieb, J. (2006). The Impact of Positive Behavior Intervention Training 
for Teachers on Referral Rates for Misbehavior, Special Education Evaluation and
Students Reading Achievement in the Elementary Grades . International Journal of
Behavioral Consultation and Therapy, 2(3), 354-361.

This study was focusing on training teachers in positive behavior intervention techniques that
will help students social and academic learning. These schools were seeing a very large number
in disciplinary referrals and special education referrals due to behaviors. There was a cycle of
the teacher affecting the student and the student then affecting the teacher. 3 schools were
chosen, each with a similar student population. They were characterized by low academic
achievement, high teacher requests for transfer and retirement, and high percentage of low
staff morale. The study focused on school 1 the most, it was a K-8 school with 550 students. In
the year before the professional development, 625 disciplinary referrals and special education
referrals were made. The professional development was focused on lowering that number. The
training focused on behavior management procedures like identifying class rules, using
contingent “high approval” teaching, structuring hierarchies of no-cost or low-cost tangible
reinforcers, and selective ignoring. The training focused on these techniques, their benefits, and
how they can be implemented in the classroom. The training happened during 7 half days from
September to January, and about 8 weeks following the training a 45-minute session was held
to review key points or to ask questions. Looking at the outcome for disciplinary and special
education referrals, school 1 went from 625 referrals to 246, a major decreased. This was found
in schools 2 and 3 as well. Looking at standardized reading test scores, prior 27% of students in
school 1 were at or above grade level. After the training, 35.3% of students were at or above.
Schools 2 and 3 went up too, while the other schools within the district went down. After the
training, the school climate was also changed. Teachers treated children with greater respect,
there was less “backbiting” between teachers, faculty seemed less stressed, and paras’
functions more consistently and effectively. 
I believe this source was slightly useful. It showed me how teachers' behavior and positive
reinforcements can alter students' social and academic success, but I would have liked to see
this professional development done in schools with different populations or more schools than
just 3. This backs up my previous article by showing how positive behavior management can
alter a student's successes in the classroom. The goal of this source was to show how
professional development related to behavior intervention/management can change the
climate of schools within student learning and staff morale. With more training, the scores may
continue to rise. This source was kind of useful to me. It helped reiterate the fact that behavior
management is going to come from allowing students to see the positives in their work and
reinforcing those positive actions. I am seeing more examples of how to bring positive
reinforcement into the classroom, so this article will help me see which ones may work. 

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019, January). In search of a 
growth mindset pedagogy: A case study of one teacher's classroom practices in a
Finnish elementary school. Teaching and Teacher Education, 77, 204-213.

A study was conducted with an elementary teacher in Finland in hopes of discovering pedagogy
for a growth mindset. The study started off with an introduction explaining the difference
between a fixed and a growth mindset. They found from past studies that brief interventions
about growth mindset have had long lasting effects on student’s motivation and achievement.
They also found that teachers play a huge role in showing different mindsets throughout their
teaching. They then defined 4 core features that they believe make up growth mindset
pedagogy: supporting students individual learning processes, promoting mastery orientation,
persistence, and fostering students process-focused thinking. The study had 2 main points they
wanted to discover; 1) how is a growth mindset pedagogy actualized in the teachers
pedagogical thinking and practice? and 2) what are the critical points of the teachers
pedagogical thinking and practice? Where are her entity beliefs communicated to the students
or where does she otherwise fail to promote a growth mindset in her students? The teacher
had a mixed mindset of her own that was also fixed in some domains. The study contained
preliminary interviews, video recorded observations, and recall interviews to see if they could
figure out what the teacher was thinking during each part of the lesson. When looking at the
results they saw that the teacher believed that the students individual needs came before
anything else following the first of the 4 core features. They also saw that assessment was
based on the teachers’ knowledge about students as individuals in their own learning
processes, which followed the second of the 4 core features. The last thing they saw was the
teacher praising students' skill rather than their qualities, for example, she praised a student
that finished a math problem quickly by stating the strategy they used rather than focusing on
the speed they completed it by. This aligns with the fourth of the 4 core features. In the end
they were able to discuss that the teacher was able to hit 3/4 of the core features of growth
mindset pedagogy, missing the third which is persistence. The teacher wasn't able to identify
why a student had a fixed mindset or how to change it. They saw that the lack of knowledge
about mindsets could hinder teachers from understanding different student behaviors.
Following the 4 components can allow for teachers to assess their own growth mindset
pedagogy and see if they have one as well. 

I found this source helpful. It was able to identify different ways to assess your own growth
mindset pedagogy in the classroom and allow you to see what may work or what won't. It
showed me what growth mindset pedagogy is in general since I didn't know before this article.
Compared to the other articles, I was able to see how mindsets can be used as pedagogy in
schools versus just content in a lesson. This article has many different references and is reliable.
This now allows me to be aware of my own growth mindset. Do I have a growth mindset?
Fixed? Mixed? I now know how it can look in a classroom and how it could come off to students.
I would use the 4 core features of growth mindset pedagogy in my classroom or try my hardest
to along with other pedagogy tools I have learned in my teacher preparation courses.