Kaylee Oh

Annotated Source List

Abi-Najem, Nicole. A Silent Battle: Participating In Class Is a Struggle for Students With
Social Anxiety. Ryersonian, 23 Sept. 2015, ryersonian.ca/a-silent-battle-participating-inclass-is-a-struggle-for-students-with-social-anxiety/. Accessed 29 Nov. 2016.
Summary:
This article is about the struggle of participation in class for a student with social anxiety.
Social anxiety disorder is the third largest mental health problem in the world today, according
to U.S. epidemiological studies cited by the Social Anxiety Association. (Abi-Najem, Nicole) It
is not uncommon among students. The fear of being judged can have harmful effects to a
student. Social anxiety, if left untreated, can lead to distress and panic attacks. (Abi-Najem,
Nicole) Sometimes, class participation can account for 20% of a final grade, so even if a student
with social anxiety were prepared for it, they would feel it physically impossible to speak up,
thus receiving a lower grade. Grading should be based on your setting or subject. Alternative
methods like e-learning are available and sometimes ideal. However, there are some steps a
student can take to be excused from discussions. In this school, Ryerson students seeking
exemption from participating in class discussions do require supporting documents. Academic
accommodation support is provided through Student Learning Support (Abi-Najem, Nicole)
Social anxiety is a real problem and participation is something that can trigger it. Additionally, if
a grade is involved, students can feel even more pressure. There needs to be a balance where
educators are accommodating problems without penalizing students.
Application to Research:
I can use this source to give an example of a harmful effect on students participation can
have. This article does a good job of showing the effects that participation can have on students.
It also gives better alternatives to the traditional methods. The author mentioned some
professionals in the field that I could look into interviewing. It also gave information on statistics
of anxiety that can correlate to my previous sources and supports the idea that participation is not
fair to all students.
Bean, John C., and Dean Peterson. Grading Classroom Participation. New Directions for
Teaching and Learning, DOI:10.1002/tl.7403. Accessed 15 Nov. 2016.
Summary:
This journal article is about grading classroom participation. A recent study of core
curriculum syllabi at Seattle University revealed that 93 percent of courses included class
participation as a component of course grades. (Bean, John C., and Dean Peterson). One of the
issues that come with grading participation is that there is no set interpretation of a students
behavior is extremely subjective. Instructors generally do not give ways to improve on
participation, which does not allow for students to improve. Participation often is based on a
students personality which would put shy or introverted students at a disadvantage. (Bean, John
C., and Dean Peterson) There are problems with the current methods of participation.

Teachers have to create an environment in which introverted and extroverted students alike, have
an equal opportunity to participate in discussion. There are several strategies to overcome the
recurring problems and flaws in the traditional ways of asking students to participate. Allowing
students time to be familiar with information and giving them time to prepare makes students
feel much more comfortable. (Bean, John C., and Dean Peterson) Increasing wait time after
asking a question allows for students to compile their thoughts before speaking out. It also gives
time for students to come up with something to say that will be beneficial to the discussion.
Increasing wait time can create a discussion with a higher quality.
Application to Research:
I can use this source in order to point out the flaws in the current system of asking
students to participate. This journal offers the problems with evaluating participation, but also
gives many ways to address these problems and fix them. I can use this source to show that there
are alternative, more efficient way to conduct a discussion. In order to have a discussion
beneficial to all students, there must be a change in the way student participate, not just raising
their hands and speaking without a lot of thought.
Beauvois, Margaret Healy, and Jean Eledge. Personality Types and Megabytes: Student
Attitudes Toward Computer Mediated Communication (CMC) in the Language
Classroom. CALICO, vol. 13, 1996, doi:10.1558/cj.v12i2-3.27-45. Accessed 21 Oct.
2016.
Summary:
This journal is about student attitudes toward Computer Mediated Communication
(CMC) in a French classroom. The student reactions were analyzed separately by personality
type. Using the Myers-Briggs Type Indicator (MBTI). The students were characterized into
introverted and extroverted students. All students tested a program online through a local area
network. A dialogue or polylogue is carried out as students read and respond
in writing not only to the discussion questions of the day, but also to each others' and the
instructor's questions, comments, and ideas scrolling on the screen in front of them.
(Personality Types and Megabytes: Student Attitudes Toward Computer Mediated
Communication (CMC) in the Language Classroom) The program was used to stimulate
conversations and discussions between the students. After testing this program inside and outside
of the classroom, it was concluded that in general, both the E
(Extroversion) and the I (Introversion) personality types perceived their communication on a
LAN as "beneficial" linguistically, effectively, and interpersonally (Personality Types and
Megabytes: Student Attitudes Toward Computer Mediated Communication (CMC) in the
Language Classroom). Introverted students claimed to have participated more than they would
have in class, and to have felt in control of the conversation. All students had more time to think
of what they wanted to contribute, and that each person had a chance to speak.
Application to Research:

This source is another example of an experiment conducted using technology in place of

a conventional method of participation. It focuses on one subject, foreign language, where
participation is something that would be beneficial to evaluate student performance and
achievement. This experiment also looked into the different types of personalities which is
important in determining whether participation should be necessary for students regardless of
personality. It also shows an alternate way to make all students feel comfortable participating
opposed to the current ways. There seems to be more effective ways of participation and the
changing technology may be beneficial to students who find it hard to speak up in class.
Casimir, Vaniele. Graded Participation, Low Grades Ahead. The Montclarion, 23 Apr. 2016,
themontclarion.org/graded-participation-low-grades-ahead/. Accessed 11 Jan. 2017.
Summary:
This article is about the disadvantages of receiving participation grades. Students
struggle to keep their grades up when they feel they can not participate. There are many factors
that surround the classroom environment. For example, the students personality. Some students
do not find it hard at all to speak in front of thirty people, but students with social anxiety
physically can not participate. Also, sometimes students will be able to get their thoughts across
in only a few sentences. However, this would mean the student does not participate often In
many classes though, speaking once every other class can render a low participation grade,
which hurts a students overall grade as well. (Casimir) It is also up to the instructor to call on a
person with their hand raised. The teacher could miss a student and count as they did not give an
effort. Many professors can and will say that if a student does not speak up in class, they are not
helping themselves. (Casimir) This implies that the goal of participation is only to better the
students understanding, but receiving a low grade would harm their grade. Although
participation can help extroverted students and push lazy students to participate, This equation
leaves out too many variables and important facts, such as the types of students in each
classroom, the type of teacher and even the topic of discussion. (Casimir)
Application to Research:
I can use this source to argue the drawbacks of participation. This is evidence to support
all the claims I have made. It does make interesting points about the teacher involvement in
participation and the different factors teachers play a role in. This article is more focused on the
grade aspect of participation. It does mention some benefits to participation, so it has a good
counterclaim.
Chandran, Ravi. Mandatory Class Participation: Factors That Influence, Classroom Practices
and Learning Outcomes. Asian Journal of the Scholarship of Teaching and Learning,
www.ajsotl.edu.sg/article/mandatory-class-participation-factors-that-influenceclassroom-practices-and-learning-outcomes/.
Summary:
This journal article is about mandatory class participation and its effects. When in front
of peers, peer support can have a positive effect (Wade, 1994) while peer criticism can have the
opposite effect (Berdine, 1986; Wade, 1994; Howard & Henney 1998; Weaver & Qi, 2005)
(Chandran, Ravi) When students tease and judge other students, it can leave a negative effect on
the student. The difficulty of participating differs between each student. if the student perceives
the module or content to be difficult, that may reduce the students willingness to participate

(Berdine, 1986)(Chandran, Ravi) Some students do not participate because of the little time to
be prepared or feel comfortable with the material. They also might not participate because of
their personality. Introverted students are shy and generally do not like to speak in front of their
peers. Participation also requires effort from both the student and the teacher. Teacher support is
beneficial for the students to have. The size of the class can also affect ways students participate.
If the class is particularly large, not every student will be given an equal opportunity to speak. In
the study included in this journal, one conclusion was that students would participate more when
it was known they were receiving grades. This can lead to students only participating in order to
receive a good mark. However, when emphasizing the grade, it can detract from the quality of
the discussion.
Application to Research:
I can use this source to give evidence and support my claims. It cites multiple resources
that I can also look into. This journal highlights the main issues of participation. It also gives
many examples of why participation can be beneficial. I can use these points as a counterclaim
and point out flaws in these points in order to support my own. I think that it brings up many
good points and some new factors I had not considered too much. This can also lead to possible
interview questions.
Classtalk: A Classroom Communication System for Active Learning. doi:10.1007/BF02948592.
Accessed 19 Oct. 2016.
Summary:
This journal focuses on the changing ways of engaging students and getting them to
understand material thoroughly. The main experiment was conducted on a science classroom.
They used a program called Classtalk in order to analyze a new way of classroom
communication. Classtalk facilitated the presentation of questions for small group work, as
well as the collection of student answers and the display of histograms showing how the
class answered, all of which fed into a class-wide discussion of students reasoning.
(Classtalk: A Classroom Communication System for Active Learning) Because of the growth and
change of technology, teachers try to use technology to their advantage and incorporate it into the
classroom. Programs like this can serve as catalysts for creating a more interactive, studentcentered classroom in the lecture hall, thereby allowing students to become
more actively involved in constructing and using knowledge. (Classtalk: A Classroom
Communication System for Active Learning) It allows for students to contribute to discussions
and get an understanding of topics, without having to feel anxious or embarrassed to speak out in
front of the class. This program was found to enhance the overall communication within the
classroom, and engaged students. (Classtalk: A Classroom Communication System for Active
Learning)
Application to Research:
I think this journal is a good source to use. This shows a specific experiment that I could
use. It also talks about how the computer program was beneficial which could be a potential
alternative to the conventional form of participation and classroom communication. It supports
the idea of students engaging in discussion, but if the current way was not outdated, they would
not have tried to find an alternative. I could also get into contact with an author of the journal and
interview them on their opinions.

Dancer, Diane, and Patty Kamvounias. Student Involvement in Assessment: A Project Designed
to Assess Class Participation Fairly and Reliably. Assessment & Evaluation in Higher
Education, vol. 30, no. No. 4, Aug. 2005, pp. 445-54,
www.tandfonline.com/toc/caeh20/30/2. Accessed 21 Dec. 2016.
Summary:
This journal article is about a project studying student participation in class, as well as
the process of grading class participation in a fair and equal way. There are various methods to
approach participation. However, the standard form of asking a question in lieu of a response,
and grading that response, can cause some students to stay quiet. Vandrick (2000) suggests that
some of the reasons for non-participation are shyness, classroom dynamics (domineering
students), cultural (in some cultures, speaking is seen as challenging the professor) and the
language barrier (students feel insecure with their grasp of the language). (Dancer, Diane, and
Patty Kamvounias) With diversity within students in a classroom, it might not be equal to all
students to be graded on participation. However, there are some better, more effective
alternatives. For example, students were asked to give peer reviews, which they scored higher
on, helping their grades. Formative feedback also helped students to learn and give them
guidance in understanding how to approve upon their participation. Self assessment forms were
distributed to a group of students. This allows for the instructor to understand where the student
feels there are. (Dancer, Diane, and Patty Kamvounias) These methods can be used to improve
the quality of participation and the grade for it.
Application to Research:
I can use this source to give factors why students do not participate. There are some
factors that I have not seen before and can look further into. The main focus of this journal article
was to make a project dealing with finding a way to make the grading of participation fair. This
expresses that the traditional ways of participation are flawed. This source introduces new ideas I
will look further on, and it gives many reasons to support the overall outcome of the project.
Gardner, Ralph, III, et al. Effects Of Response Cards On Student Participation And Academic
Achievement: A Systematic Replication With Inner-City Students During Whole-Class
Science Instruction. Journal of Applied Behavior Analysis, Mar. 1994,
DOI:10.1901/jaba.1994.27-63. Accessed 8 Nov. 2016.
Summary:
This journal article is focused on the effects of response cards on student academic
achievement. The two methods of participation demonstrated in this inner-city classroom were
hand-raising and response cards. For the hand-raising method, the teacher would ask a question
and choose a student to call on to respond to that question. For the response card, each student
would write on their board the answers to the teachers question. (Gardner, Ralph, III, et al.) after
testing the participation method, the results of a quiz from the following day were analyzed.
The mean quiz score for all but 1 student increased from the first HR session to the first RC
session, decreased during the second HR session, and improved again during the second RC

session.(Gardner, Ralph, III, et al.) The quiz scores did seem to improve overall after the card
method. The majority of the students found that the card method was the preferred method of
participation, helped them learn something, and helped to improve their grades.Frequency of
active student response was 14 times higher with response cards than with hand raising.
(Gardner, Ralph, III, et al.) This altered form of participation allowed for a better overall
experience for most of the students in this class. There was a correlation between the method of
participation and the scores of the assignment given the following day. There was a positive
student response.
Application to Research:
I can use this source to show yet another alternative to the conventional method of
participation. Just a small, easy change can actually affect a students grade and learning ability.
There are obvious flaws in the current methods of participation, however this is an alternative
that would not be hard for other teachers and schools to implement. I can cite this source as a
successful example of a different way of evaluating participation.
Grading Class Participation. UNSW Teaching,
teaching.unsw.edu.au/assessing-classroom-participation. Accessed 4 Jan. 2017.
Summary:
This article is about the benefits and drawbacks of grading participation. It also offers
strategies for teachers to use, in order to offer students the best possible opportunities to learn,
and in an equal and fair way. A disadvantage of participation is that Assessment of classroom
participation can be a highly subjective form of assessment, where there may be little evidence
outside the classroom to support the judgments made on individuals performance. (Grading
Class Participation.) When teachers choose to grade and evaluate participation, it is there own
opinion and there is a lack of facts or evidence to prove that their claims are bona fide.
Participation can add stress or tension to students, which can cause them to keep quiet, even if
they get a lower grade. Some students may not feel comfortable in the class environment or
factors external to the purpose of the assignment. (Grading Class Participation.) There are
also challenges that instructors might face. For example, teachers can find it hard to judge
objectively. (Grading Class Participation.) It was suggested that teachers be clear in their
expectations and to make sure all students understand the ways to prepare in advanced. The
article also gives sample rubrics that teachers could use to assess participation.
Application to Research:
I can use this source as examples of benefits and drawbacks of grading and requiring
class participation. It goes in-depth with the strategies presented and how they can ensure a fair
and beneficial classroom. This article also can back up my previous claims of the various factors
that make participation and grading participation difficult.
Horwitz, Elaine, et al. Foreign Language Classroom Anxiety. The Modern Language Journal,
DOI:10.2307/327317. Accessed 7 Dec. 2016.
Summary:
This journal is about the anxiety experienced by many students when learning a foreign
language. This study is about how a student's anxiety affects language learning. Many students
find anxiety to be an obstacle when trying to learn a foreign language. It was found that students

experiencing an anxiety-producing condition attempted less interpretive (more concrete)

messages than those experiencing a relaxed condition. (Horwitz, Elaine, et al.) Anxiety can
impede a students ability to communicate his or her ideas thoroughly. Some effects of anxiety
can be subtle, and therefore misread or brushed off. Anxious learners find themselves to be most
worried about speaking. Students feel uncomfortable with responding to questions and
presenting in class, regardless of the time spent preparing for them. (Horwitz, Elaine, et al.)
Anxious students can also tend to become frustrated with outcomes of their work. Because
students are so anxious, they spend hours upon hours studying, and still do not get a good grade
because of the effect of their anxiety. This can lead to poor grades that do not reflect the students
true understanding of the subject.
Application to Research:
I can use this source to show another example of the effects something like participation
could have on a student suffering through anxiety. This is a good source since it focuses on the
subject of foreign language and the standard practices within that subject. This will help me point
out some of the flaws with participation. If not everyone has the equal opportunity or ability to
participate, it allows for the necessity of it to come into question.
Ives, Carolyn. Daydreaming or Deep in Thought? Using Formative Assessment to Evaluate
Student Participation. Faculty Focus | Higher Ed Teaching & Learning, 24 Mar. 2014,
www.facultyfocus.com/articles/effective-teaching-strategies/daydreaming-deep-thoughtusing-formative-assessment-evaluate-student-participation/. Accessed 22 Oct. 2016.
Summary:
This article is about the challenges of grading participation. It also outlines some
potential guidelines to follow when grading participation, as to help students. It is hard for
teachers to evaluate participation because it differs so much from instructors and subjects. It can
be hard to recognize good participation and true engagement. There are many challenges that
faculty face while trying to evaluate class participation. Other factors can also make this difficult:
difficulty in assessing engagement or participation by observation alone, attendance issues,
particularly in large classes, varied emphasis on participation from course to course, varied types
of participation, difficulty of documenting student participation in a reliable way,
concern about biases, and concern about unfair penalization of shy or introverted students.
(Ives) There is no consistency in the method of evaluating participation, so the use of it is not
something that can be required for every teacher and student. However there are some strategies
to allow teachers to use participation in a way that helps students. Teachers can use formative
assessment strategies such as the creation of a supportive classroom environment that is
skilfully facilitated and discussion-based, the creation of clear expectations around student
preparation and student roles in the classroom, and creating student buy-in (Czekanski and Wolf,
2013, p. 11-12; Weimer and Walvoord, 2013) (Ives) Formative assessments can take a variety of
forms, but it allows students to practice skills and test knowledge in a low-stakes, less pressured
kind of way. Among the many ways to approach participation, a formative assessment seemed to
be the most fitting option for both students and teachers.
Application to Research:

This article is a good source to use because it shows the challenges of requiring
participation grades. It supports most of the claims i have made. It also introduces a way to make
participation help students. This article alludes to multiple other sources that I can definitely look
into and use as additional information.It lists reasons why it is difficult to grade participation and
an alternative method that had proved to be beneficial in the authors case. I can use this
information to prove that because participation is not something you can have one definition of,
it should not be required at all.
Jones, Raymond C. The Why of Class Participation: A Question Worth Asking. College
Teaching, doi:10.3200/CTCH.56.1.59-64. Accessed 14 Dec. 2016.
Summary:
This journal article examines the intentions behind class participation, considers the
means and associated meanings of its implementation, and suggests new ways for professors to
think about. (Jones, Raymond C.) An intent of grading and requiring class participation is
accountability. Teachers evaluate the preparedness of the student. This can sometimes be
confusing for student because what is expected of them can become unclear. Another intent is to
involve more learners. Teachers want students to speak up. However, sometimes this can cause
students to value quantity over quality. If students come to understand that with experience they
need to display simple, rather than complex, understandings, it will cause them to read
subsequent readings more simply. (Jones, Raymond C.) There are many different kinds of
participation. One is Initiate-Respond- Evaluate where the teacher gives out a question, a student
gives a response, and the teacher gives an evaluation of this response. This method is very
teacher dominant. (Jones, Raymond C.) Cold-calling is randomly selecting a student to answer
the posed question. This can put students in an uneasy state. There are also open, unstructured
conversations, and simulated discussion. These allow for students to think freely and express
their thoughts to a fuller extent. (Jones, Raymond C.) Possible methods of improving
participation include note cards, sticky-notes, or structured discussion. All of these improvements
allow for students to prepare and have time to compile their ideas.
Application to Research:
I can use this source as background for the different types of participation. It also gives
reasons why teachers choose to evaluate and grade participation. This article also provides good,
easy ways to ease the process of participation. These methods can also ease the process of
grading and evaluating participation. This is important information to add to my research
because it provides detailed descriptions of every method, use, and reason for participation.
Karim, Noor, and Mohamed Shah. Silence Is Not Golden: Investigating Classroom
Participation Anxiety Among University Students. World Applied Sciences Journal,
DOI:10.5829/idosi.wasj.2012.20.02.2648. Accessed 29 Nov. 2016.
Summary:
This journal article looks into silent behaviors in a university classroom. It was found
that there are multiple reasons why students do not participate and anxiety is not the only factor.
It was not an oral anxiety since the students would talk outside of the classroom setting. All
students, boys and girls alike, can have participation anxiety. It does not appear in one gender
more than the other. (Karim, Noor, and Mohamed Shah) There were differences in the levels of
participation anxiety in students studying different subjects. There was a correlation between

perceived oral competence in English and teachers verbal immediacy behaviors (Karim, Noor,
and Mohamed Shah) When instructors had more verbal immediacy behaviors- warmth in tone,
allowing for conversation, involvement, social closeness, and positive affect- students had less
participation anxiety. The higher verbal immediacy behaviors also motivated students to study
and prepare for the class. In order to allow students to have less participation anxiety, instructors
should create a welcoming environment for all students. This environment also motivates
students to study so they can feel more comfortable and have a better understanding of a topic. It
also creates a positive attitude that will help students prepare to participate, overcoming their
anxiety. A warm environment and teacher attitude can ease a student. (Karim, Noor, and
Mohamed Shah)
Application to Research:
I can use this source as an example of reasons why students do not participate in class.
This journal also talks about environment as a factor, which is something I can definitely look
further into. This source gives good examples of ways to help students with anxiety. The journal
also recommends more studies look into the other factors of why students do not participate,
which is something I want to find out. So, this could help me brainstorm ideas to survey students.
Mainkar, Avinash V. A Student-Empowered System for Measuring and Weighing Participation
in Class Discussion. Journal of Management Education,
doi:10.1177/1052562906286912. Accessed 8 Nov. 2016.
Summary:
This journal article is about a new grading system to give students peer feedback
regarding participation in class discussion, allowing the teacher to focus on creating and using
learning moments to benefit all students. During conventional ways of grading and evaluating
participation, The instructor simultaneously adopts two incompatible tasks of facilitating class
discussion and evaluating student participation; students play for points instead of focusing on
learning; and common, instructor-based grading schemes do not motivate all students
equally.(Mainkar, Avinash V.) There are three main faults of traditional forms of participation.
First, traditional forms of participation usually result in an instructor-driven class.
Second, students also only participate to get their points; getting an instructor's attention to show
they are actively participating, while adding nothing important to the discussion. Third, most
instructors use the same rubric for each student, however not each student is the same. Teachers
tend to generalize their students instead of focusing on the different kinds of people and using a
rubric fitting to everyone. There are two alternatives to move away from the instructor-centered
approach: self assessment or peer inputs. (Mainkar, Avinash V.) Peer inputs are beneficial to all
students because they get to peer into the minds of others around them, and hear an opinion of
someone closer to their level. It also allows for teachers to focus on the class as a whole, rather
than focusing on each individual that speaks, allowing the instruction to apply easily to the entire
class.
Application to Research:

I can use this source to provide evidence for my claims. It also shows a simple and easy
alternative that can apply to every instructor and class. I can also use this as part of a background
for conducting my own research. I could ask students and teachers what the best method to grade
and evaluate participation is. The journal also does mention some benefits of participation skills,
so I could use part of this source to show a different viewpoint.
Miller, Bonnie M. Should Class Participation Be Graded? American Historical Assosiation,
Nov. 2009, www.historians.org/publications-and-directories/perspectives-onhistory/november-2009/should-class-participation-be-graded. Accessed 12 Oct. 2016.
Summary:
This article is about whether or not participation should be graded. It shows the history
of what has normally been expected of students in terms of participation. Since times have
changed, what participation is can differ from teacher to teacher. An important thing to look at is
why we use and evaluate participation. The use of participation is to get students to think about,
and not merely passively ingest, the material [teachers] present. (Miller) With an increase and
change in technology and instant gratification surrounding modern-day students, it becomes
harder to focus on discussions in class. It was found that when students know they will be
receiving a grade for participation, they tend to speak often. However, it alters the level of
discussion. Teachers have to decide if they are giving our students incentive to speak for the
sake of it or to speak when they can make a valuable contribution. (Miller) Teachers should
also consider how grading participation can be fair. They need to think of what circumstances
and variables but different students at disadvantages. This article argues that in order for class
participation to be successful and worthy of a grade is if we change the conventional way of how
we see participation. One possibility is to integrate technology into the classroom like using
discussion boards and blog posts. This takes away the fear of speaking without thinking and
embarrassment.
Application to Research:
I think this source is a great one to use for my topic. It shows both sides of opinion and it
also shows an alternative to the traditional methods. It is very well-organized. It includes some of
the authors research and findings that I could also include in my project. There is additional
contact information so I could contact the organization if I wanted further information. This
article also gives ideas I could use to survey and interview other potential sources.
Richter, Fredrick, and Dean Tjosvold. Effects of Student Participation in Classroom Decision
Making on Attitudes, Peer Interaction, Motivation, and Learning. Journal of Applied
Psychology, psycnet.apa.org/journals/apl/65/1/74/. Accessed 7 Dec. 2016.
Summary:
This journal is about the effect that student participation in the creation of lesson plans
has on student attitudes. In this study, one class allowed students to choose what they discussed,
and one was completely teacher oriented. Participation is effective because it increases feelings
of influence and responsibility for the decisions. (Richter, Fredrick, and Dean Tjosvold) When
students were allowed to communicate their ideas to the teacher, and the ideas were implemented
into the lesson plan, students had an overall, more positive attitude. When the class was mainly
teacher oriented, students showed a more negative attitude. (Richter, Fredrick, and Dean

Tjosvold) A positive attitude would allow for better communication among students. If a lesson
is mostly teacher-run, the students may find it harder to think for themselves and come up with
their own ideas. If students are more actively involved in the planning of the class, they would be
more inclined to participate. A feeling of knowledge would be present. It would also calm the
nerves of some students so they would know what to expect from the class. When students
contribute to lesson plans, they will be more inclined to participate, feel more comfortable with
teacher and peers, have a prior understanding of the topic, and have an overall positive attitude
towards the class.
Application to Research:
I can use this journal to provide information on my topic. This journal is good because it
focuses on the environment in where the students participate. I have never thought of this as an
alternative to the conventional teacher-run methods. I think it allows for a simple, easy change
that could be appealing to teachers and students. It gives good support to show that the
environment can affect the participation of students.
Richtel, Matt. Growing Up Digital, Wired For Distraction. New York Times, 21 Nov. 2010,
www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all&_r=0.
Accessed 20 Sept. 2016.
Summary:
This New York Times article sheds light on the effect of technology on school children.
A students learning ability and focus on school work can be impeded by the progressing
Technology. Instead of using home computers for schoolwork and educational resources, kids
are using them to entertain themselves and this can hurt school performance, particularly in
low-income families. (Richtel) There comes a choice between the book or the laptop. Young
people nowadays want more of an instant gratification that they get from technology. It is hard
for students to stay focused with many distractions surrounding them. The Kaiser Family
Foundation found earlier this year that half of students from 8 to 18 are using the Internet,
watching TV or using some other form of media either most (31 percent) or some (25
percent) of the time that they are doing homework. (Richtel) This also makes it hard for
parents to keep track of and limit the technology usage of their child. Neurologists analyzed
how the use of these media affected the boys brainwave patterns while sleeping and their
ability to remember their homework in the subsequent days. (Richtel) The results concluded
that the boys ability to learn and recall information was overridden by the intensity of the
videogames. It is hard to fight the growing technology, and schools do encourage the use of it.
Application to Research:
I could use this source as background information and it does allude to outside sources
that I could look at. I could make my question one to reflect how the use of technology in
schools and homes put underprivileged children at a disadvantage. This source gives really good
insight on how modern day technology affects and distracts students in school. It mentions who
conducted the research within the article, so I can use that research as a source as well.
Rocca, Kelly A. Student Participation in the College Classroom: An Extended Multidisciplinary

Literature Review. Communication Education, doi:10.1080/03634520903505936.

Accessed 14 Dec. 2016.
Summary:
This journal article is a comprehensive overview of the benefits of participation,
logistical issues in participation, student confidence and personality traits in participation, the
Instructors influence on and suggestions for increasing participation, the role of sex in
participation, and participation in web-based courses. (Rocca, Kelly A.) The definition of class
participation can differ between individuals. There are multiple reasons why some students
participate and why other students do not. One is class size. Some students might feel
uncomfortable with a large class, it also gives less of an equal opportunity for each student to
share their thoughts. Also, students may have their own personal reasons such as anxiety or fear
of being judged. (Rocca, Kelly A.) The class subject and topic of discussion can also affect
whether or not a student chooses to participate. Students are more likely to ask questions in the
natural sciences than in the arts or social sciences, but more likely to talk for longer periods of
time in the arts and social sciences than the natural sciences (Cornelius, Gray, &
Constantinople, 1990). (Rocca, Kelly A.) Also, the environment of the classroom can affect the
outcomes of participation. The way that the teacher communicates with the student can give the
student a sense of comfort and ease, allowing more participation. A positive relationship
correlates to a greater amount of participation. However, the student and instructor must have an
equal respect for eachother. (Rocca, Kelly A.) Teachers can give a sense of confidence, which is
a factor of why some students participate more than others.
Application to Research:
This source is a great source because it compiles information from various articles and
puts it in one place. I can use some of the articles mentioned and look into them for more details.
This source gives lots of information on the various factors that can affect student participation,
which is very good information for me to know. I can use this source to show the various
correlations between multiple factors and class participation.
Should Class Debate Be Graded? GALE Opposing Viewpoints In Context, Jan. 2016,
bit.ly/2dLz07W. Accessed 5 Oct. 2016.
Summary:
This article shows two opposing sides of an argument of whether or not class
participation should be graded. One student argues that public speaking is an important and
essential life skill. The communication skills that we use when answering questions in class are
the same ones we'll need in job interviews, on the sports field, and even during sticky arguments
with friends. The difference is, the stakes are a lot lower in a classroom than they are in real life.
(Should Class Debate be Graded?) Grading participation in classrooms would allow for
students to get engaged in subjects they otherwise might not have. Teachers and educators should
cater to all people, even the shy kids, since they will use the skill at another point in their lives
anyways. Another student argues the opposite. They argue that participation measures frequency
over thought and accuracy. It is an ineffective way of measuring a students understanding of
something. Many people stay engaged simply by paying close attention and taking detailed

notes. Those behaviors aren't as obvious as a raised hand, but shouldn't they be equally
valued?(Should Class Debate be Graded?). Just because someone does not raise their hand
often, does not mean that they are not paying attention during the lesson or not understanding
what it going on. Sometimes, it can just mean that someone is focused in the topic and their
notes.
Application to research:
This article sheds light upon the different opinions or sides of this topic. It gives me two
different biases that I can use to factor what really is the best decision. This article is organized
into two sections. One sections supports participation grades and presents the evidence and the
second section presents their claims and evidence. It also shows some facts and observations
from previous experiment. This article will help me present both sides of the argument and
shows what kind of biases lie underneath this topic.
Social Anxiety Disorder and School/Student Life. Calm Clinic, www.calmclinic.com/socialanxiety/student-school-life. Accessed 12 Oct. 2016.
Summary:
This web page gives information on social anxiety and student life. In one of the sections
is about social anxiety and the struggles with regular class participation. Students who suffer
from social anxiety find it extremely hard to participate everyday. This ends up hurting their final
grade quite significantly, and puts them at a disadvantage. Anxiety can keep you from actually
hearing or learning material covered in class, leading to even further problems participating as
well as difficulty in completing homework or understanding assigned readings. due to how
overwhelmed a student feels. (Social Anxiety Disorder and School/Student Life. ) When
participation affects grades, students with social anxiety experience even more stress added to
their already high stress levels. When students with social anxiety receive grades it often can
trigger anxiety due to the perceived confirmation of negative judgments by others and feelings
of self doubt. (Social Anxiety Disorder and School/Student Life. ) So even after having to
suffer through the anxiety of participation alone, students also have recieve judgement which
leads to more stress and anxiety. There are many extremes of social anxiety, and while they are
extremes, they are also not uncommon. When a student receives a bad grade because of the
struggle to participate, they can be pressured to do better. This can lead to further anxiety and
isolation. Being forced to speak and contribute to discussions can cause students to worry and
can lower self-confidence and appearance of self-worth.
Application to Research:
In order to look at negative effects on class participation I needed information on how it
affects students. This article shows the struggle of students with social anxiety. It is very well
organized and I can use the information as possible negative effects of participation grades.
Although some of the things mentioned in the article may seem extreme, it is something that
happens and it will help bring attention to the necessity of participation and participation grades.
I could also find statistics of the amount of students with social anxiety and use this information
to apply it.
Susan Cain: The Power of Introverts. TED, Feb. 2012,
www.ted.com/talks/susan_cain_the_power_of_introverts. Accessed 19 Oct. 2016.

Summary:
The Power of Introverts is Susan Cains TED Talk video. In the TED Talk, Susan talks
about her experience at summer camp as an introvert. She participated in the daily cheer to be
more spirited and had to put her favored books hidden under her bed the whole summer. There is
a difference between being shy and being introverted. Cain claims that the vast majority of
teachers report believing that the ideal student is an extrovert as opposed to an introvert, even
though introverts actually get better grades and are more knowledgeable, according to research.
Of course a teacher would prefer someone who demonstrates their understanding and knowledge
through participation over one who is quiet. What Cain claims is that introverts have unique and
beneficial skills that should be heightened instead of frowned upon for being so reserved. She
also says And when it comes to leadership, introverts are routinely passed over for leadership
positions, even though introverts tend to be very careful, much less likely to take outsize risks -which is something we might all favor nowadays. Introverts are feeling ashamed for being quiet
and thinking their own thoughts individually. She asks Why are we setting up our schools this
way, and our workplaces? And why are we making these introverts feel so guilty about wanting
to just go off by themselves some of the time? Overtime we have come to judge introverts,
when really life would not function without them. We need to be teaching kids to work together,
for sure, but we also need to be teaching them how to work on their own.
Application to Research:
This TED Talk will be very beneficial to my research. It can provide some background
information on being an introvert. She also does make points about how introverts are in
classroom environments. This will allow me to further research on introverts in school and
specifically contributing in conversations during class.
Turner, Julianne, and Helen Patrick. Motivational Influences on Student Participation in
Classroom Learning Activities. Teachers College Record, Sept. 2004,
DOI:10.1111/j.1467-9620.2004.00404.x. Accessed 21 Dec. 2016.
Summary:
This journal article is about the process of participation and influences on student
participations. The motivation for student participation comes from 2 main goals, performance
and mastery. (Turner, Julianne, and Helen Patrick) Many students want to meet the standards of
performance, whether it be speaking a number of times or squeezing your thoughts into a
discussion. They also aim to have a personal understanding of the topic, sometimes not sharing
their ideas at all. Students who adopt personal performance goals are focused on demonstrating
their competence (Turner, Julianne, and Helen Patrick) The class structure differed between the
kinds of goals that were set. Teachers of classes with more performance-based goals were much
more realistic and had higher expectations of individual students. Teachers of classes with
mastery-based goals were more supportive. (Turner, Julianne, and Helen Patrick) It was
concluded that students would be most willing to participate in classrooms where teachers
expressed enthusiasm about learning, communicated a belief that all students can learn, and
provided academic and emotional support for students understanding (Turner, Julianne, and
Helen Patrick) What the teacher does and what they expect from a student will change the
outcomes of participation. In conclusion, it was found that the teacher and the environment they
create are a big factor in student participation. They can not choose their student, but they can

choose to be supportive and create an open, inviting classroom to make every student feel
comfortable.
Application to Research:
I can use this source as evidence for my claims. It shows a clear example of how the
environment of the classroom can affect participation. This source also provides the positive
effects of participation, but I can argue this as teacher motives for participation. It also raises the
question if the original expectations and motives are being met. This source also shows the
motives of students and explains different aspects of those goals, so I can use this source to
answer why students do not participate.
Weimer, Maryellen. Is It Time to Rethink How We Grade Participation? Faculty Focus, 8 Oct.
2015, www.facultyfocus.com/articles/teaching-professor-blog/time-rethink-gradeparticipation/. Accessed 5 Oct. 2016.
Summary:
This article is about rethinking the way teachers grade participation. The main reason
why teachers assess participation is to get the students engaged with the content. This article
analyzes the results of one study. A teacher decided instead of grading on participation, she
would reward engagement. Students earn extra-credit engagement tickets, awarded at the
discretion of the instructor. Students can use these tickets to replace a missed homework
assignment or to add a point to a major exam or assignment. (Weimer). This method allows for
the teacher to grade the quality of her students effort versus the quantity of how many times they
contribute to a discussion. Its easier to remember those who talk a lot, but more difficult to
remember who made that pithy remark. (Weimer) Any student can constantly contribute to the
discussion countless times, however the quality and understanding of a subject can not be
determined by how many times a student speaks. It seems to be the time where teachers should
value quality over quantity. An engagement system opens up the idea of what participation really
is. It allows for students to contribute in more ways than before. Since most students do not care
to do things if they are not for a grade, this method could be an alternative. It benefits their grade
while supporting their education.
Application to Research:
This article is a good source since it provides an alternative for grading participation. If I
do find that participation in classroom should not be graded, I could use this source to provide an
example of an alternative way for students to benefit themselves. This method also can provide
further questions to show a bias or opinions in potential human sources. The article also gives the
name of the person who conducted the mentioned experiment, so I could possibly get into
contact with them and find more data on their studies.
Weimer, Maryellen. Telephone interview. 5 Jan. 2017.
Summary:
I conducted a telephone interview with Dr. Maryellen Weimer. I called her and recorded
our conversation. It was about 15-20 minutes. Dr. Weimer is the author of many articles on
Faculty Focus about participation and its effects on students. She is a retired educator from Penn
State University. I asked her my questions on what participation is and the drawbacks of

requiring participation. She brought up many interesting points. She reiterated a lot of what I had
found in my research. Some of her answers were quite surprising. It was evident that she was not
against participation as the act. She said there were many benefits of participation that should not
be overlooked. However, Dr. Weimer did say that students should choose whether or not they
participate. After all, in the end, the entire goal is to help students learn and develop. She also
thinks it is crucial that teachers be clear in their expectations, and to give useful feedback. It is
important for students to understand what they are expected of and how they can improve. There
is no point in requiring participation if the students can not learn from their mistakes. She also
said that the expectations of students are basically the same as what they have always been.
Application to Research:
This interview was extremely beneficial to my research. Dr. Weimer brought up so many
interesting points. One of which I have added into part of my thesis. She told me she thought
students should choose whether or not they want to participate. This struck me the most because
I knew there would not be a yes or no answer to my research question. But, having this can
reshape my thesis and puts my research in a new light. It was a great experience communicating
with a professional.
Wormeli, Rick. Fair Isnt Always Equal: Assessing & Grading in the Differentiated Classroom.
Stenhouse Publishers, 2006.
Summary:
This book is about how differentiated learning is not always fair to all students. Part of is
about the grading of participation. The author claims that some subjects easily lend themselves to
grading participation more than others. Subjects like drama, physical education, band, and
speech all allow for teachers to easily see and evaluate participation. (Wormeli 105) However, if
every class were to require participation from each student, everyone would have to have one
clear understanding of what participation is and how to grade it. The criteria is bound to differ
between teacher to teacher, and subject to subject. The author suggests that instead of giving a
formal grade for participation, teachers should just give feedback on it. By limiting but not
eliminating a participation grades influence, we provide enough feedback on participation to be
helpful and enough grade impact to motivate students. (Wormeli 106) The author cites an
example of using participation to benefit a student, not harm them. A teacher had a student who
was struggling to keep their grades up because of outside problems. However he actively was
engaged in class. The students participation eventually benefitted them since they received some
points for being so engaged in class. This method would allow for students to get points they
may deserve to benefit them, without harming students who do not speak in class. Just because a
student does not raise their hand, it does not mean they do not have an answer.
Application to Research:
This is an excellent source to use. It completely supports and gives evidence to my topic
and hypothesis. It makes specific points that would be beneficial to include in my project. This
book shows that the grading of participation is not something that is completely fair or beneficial
to all students. It also offers different ways to not completely eliminate participation, but lessen
the effect of it. I think this is an interesting angle I could definitely look further into. The author
supports claims of how participation is extremely subject to the individual looking at it.

__________________________________________________________________________
Previous Topic:
Education Department Releases Guidance on Homeless Children and Youth. U.S. Department
of Education, 26 July 2016, www.ed.gov/news/press-releases/education-department-r
eleases-guidance-homeless-children-and-youth. Accessed 20 Sept. 2016.
Summary:
This website shows U.S. Department of Education guidance to states and school districts
on the new provisions of the Every Student Succeeds Act or ESSA. These provisions address
the needs of homeless students in the school system. The guidance will help schools provide
students with much needed stability, safety, and support. (U.S. Department of Education)
Homeless and underprivileged children have to be comfortable in the school systems, even if it
can be hard. Homeless children and youth face a number of barriers to getting the education
they deserve and the services they need to succeed in school and beyond, said U.S. Secretary of
Education John B. King Jr. Lower socioeconomic classes are associated with lower school
achievement and higher risk of dropping out. Recognizing these challenges allow for guidance
and a way to help progress the youth. There are new requirements for schools and school districts
to follow in order to improve the school experience that every single child deserves. There have
been changes to the guidelines in the way homeless students receive financial aid. Principals,
counselors, and other staff members will be given a fact sheet to provide an overview of the
unique needs of an underprivileged student. There are recommendations on ways educators can
help and benefit a childs learning experience.
Application to Research:
I can use this as a good source for my research. It gives information on homeless students
and what the board of education is doing to support them. This website also alludes to other
sources I could look up and find, like statistics relating to this website.This source is good
evidence of what the community is doing to improve the education and standards of welldeserving underprivileged students.
Goodman, David, and Al Baker. Prison Diversion Programs in New York Face New Scrutiny
After Police Officers Killing. The New York Times, 15 Dec. 2015,
www.nytimes.com/2015/12/16/nyregion/prison-diversion-programs-in-new-york-facenew-scrutiny-after-police-officers-killing.html. Accessed 10 Sept. 2016.
Summary:
A New York Times article, by J. David Goodman and Al Baker discusses the successes
and failures of prison diversion programs. The article is in separated into three topics: Issue of
Public Safety, Counter to a Police Policy, and Evaluating Participants. Darrell Wright was
arrested when caught with a handgun when he was only 16 years old. He was a successful
student in the diversion program, however he never really grew out of his old ways. Over a year
later, he shot a rival gang member and was put in prison. The New York Police Department feels
that this case just goes to show that a criminal record at a young age will most likely lead to a life

of crime in the future. The people who commit a crime should be punished thoroughly. If not, it
would be a failure of the criminal justice system Although prison diversion programs are not
100% successful, participants in diversion averaged far fewer arrests than those in a comparison
group according to the Center for Court Innovation. To me, it has been obvious this whole
time that you cannot keep pushing the same people through the court system, again and again
and again, without addressing the underlying problems of why they come to the courts, New
York States chief judge, Jonathan Lippman says. There is no use of wasting prison resources and
space on someone who can be helped and reduces the prison population. The prison diversion
programs are meant to keep young criminals out of jail and to learn to re-enter society as a
changed person.
Application to Research:
I think this source will be useful as background in my research. It is a good place to start
the timeline of the process that juveniles go through when trying to re-enter society as a changed
person. This article introduced me to prison diversion programs. I might be able to get in contact
with an organization similar to those to get information if this is my final research topic.
Witsoe, Kara. "Cyber Bullying: Classroom Harassment Goes High-Tech." Education.com, 9
Mar. 2012, www.education.com/reference/article/cyber-bullying-classroom-harassment/.
Accessed 26 Sept. 2016.
Summary:
This article focuses on cyber bullying and how it is easy to harass people due to the rise
in technology in today's world. Technology has been incorporated into our daily lives, and
especially in children, since they have grown up alongside the internet and smartphones.
Technology makes it easier for people to remain anonymous when bullying. I also allows for
people to be bullied in front of a wider audience, causing a greater effect. "Those who cyberbully
and their targets may suffer socially, emotionally, and academically. (Witsoe, Education.com)
Kids who get bullied have trouble focusing, making friends, and problems in school. " In 1999,
the Youth Internet Safety Survey revealed that 6 percent of youth report being harassed online in
the previous year. Of those who report being bullied online: 48 percent are female, and 33
percent report feeling distressed by the incident." (Witsoe, Education.com) Supporters
should help to recognize signs of harassment and cyberbullying and try to prevent it. It is hard to
avoid due to the increased amount of technology in our lives. Although technology can be very
efficient and beneficial to our lives, there is always a potential for negative experiences.
Application To Research:
This article is a very good source. It is organized very well into section of what bullying
is, how it affects people, and tips to prevent it or help someone who is bullied. This provides
background information on what cyberbullying is and some of its effects. It also cites another
source which I could potentially use. I can use this source to connect back to my topic of how
underprivileged students are at a disadvantage in schools.
Wolpert, Stuart. Victims of Bullying Suffer Academically as Well, UCLA Psychologists
Report. UCLA Newsroom, UCLA, 19 Aug. 2010, newsroom.ucla.edu/releases/victimsof-bullying-suffer-academically-168220. Accessed 26 Sept. 2016.

Summary:
This article analyzes the effect of bullying on the performance of children in schools.
Students who get bullied do worse in class overall." A high level of bullying was consistently
associated with lower grades across the three years of middle school. The students who were
rated the most-bullied performed substantially worse academically than their peers."
(Wolpert, UCLA) When researchers asked students to rate whether or not they got bullied on a
four point scale, they found that " a one-point increase on the four-point bullying scale was
associated with a 1.5-point decrease in GPA for one academic subject".(Wolpert, UCLA)
This means that bullying can potentially be the difference between getting an "A" or a "B" grade.
Teachers also noticed that when kids get bullied, they have more trouble engaging in classroom
activities, showing interest in class, and completing home and schoolwork. When children fear
the judgment of their classmates, they may feel silenced and feel no motivation to participate,
which frequently is mistaken for a lack of understanding. " 'Instruction cannot be effective unless
the students are ready to learn, and that includes not being fearful of raising your hand in class
and speaking up,' said Juvonen, who has been studying bullying for more than a decade."
(Wolpert, UCLA) Kids who are bullied do not perform well in school which keeps them at a
disadvantage. Children will dread school and have no interest in coming. This leads to skipping
school just to escape a bully.
Application to Research:
This would be an excellent source to use. It alludes to many statistics and a previously
conducted research experiment which I could use. Also, there are many human sources
mentioned that I could maybe get information from or interview. There are outside sources that I
could use to research further. This gives very strong support on my topic of participation in
Classrooms.