===== Instructional Management Systems’ Impact on Critical High School Student Outcomes =====

[[http://docs.google.com/Doc?id=dhk2736r_972m8zvkcr|Current Draft]]
To Do:
  - Kendall - reframe intro around impacts ID
    - Biggest bang for the buck
    - How can we use IT to enhance performance . . .
    - Performance improvement . . . 
    - Not a learning issue, it is a performance issue . . . 
    - How can you self-regulate if you don't know how you are doing. 
  - Framed the last one as 'lifelong' learner promotion . . . 
    - We can change this to "As designers of learning environments we need to first provide the structure"
    - Goal orientations did predict information seeking behaviors . . .
  - Other things to look at
    - Relationships to access to computers at home?
    - Use of productivity tools and computer applications, as well as cms study 1
    - survey 1 was -> variable # 80, #82 on was study two. 
    - this was one large lecture course 
    - as courses get larger and efficiencies are sought, online gradebooks are important. 
  - 

Geddes {{:amle_2008_final.pdf|In Press}} Academy of Management Learning Education

Geddes Hartley {{:acad_2008_med.doc|presentation}} to the Academy of Management Conference

[[5-4-07 IMS Discussion Notes]]

[[6-1-07 Survey Discussion]]

[[IMS Surveys]]

  - {{d_of_ed_project_full_document.doc|2007 Proposal}}
    * p. 12 "Does IMS use (including accessing assignment calendars, on-line materials, attendance reports, assignment grades, and class averages) positively impact critical student outcomes?"
    * p. 7 "This concern (expectations gap) is relevant not only for content areas, but for technology use as well. Given the prevalence with which IMS is used in postsecondary institutions, students lacking skill in this technology may be particularly challenged their first semesters." - //not sure this is a valid argument.//
    * Is there too much focus on the tool rather than the function? In other words, should this be about IMS or feedback and communication?
      * Practices impact achievement, not tools. Tools can support or make possible practices. 
    * p. 9 "Instructional management systems allow for more //transparency// and accuracy regarding student performance indicators, e.g., attendance, on-time assignment submission, classroom grades"

{{geddes_ims_model.gif|}}

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    * Relevant Models and Theories
      * Goal Orientation - Dweck
      * Self-regulated learning (SRL) - Pintrich, Zimmerman and others.
        * Directly addresses student monitoring and strategy use. 
      * [[http://tip.psychology.org/weiner.html|Attribution Theory]] 
      * Social Comparison (from management literature) - Similar to [[http://tip.psychology.org/vygotsky.html| Social Development Theory]] and [[http://tip.psychology.org/bandura.html|Social Learning Theory]]

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Earlier {{aom_2007.doc|study}} by DeAnna - Questionnaire {{survey_2004_cst51-time_1.doc|time 1}}, {{survey_2004_cst51-time_2.doc|time 2}}

K12 Teacher Study - DeAnna - {{teacher_rqs_for_fall_07_study.doc|Research Questions}}.
Need to read:

Ross, M. E., Salisbury-Glennon, J. D., Guarino, A., Reed, C. J., and Marshall, M. (2003). Situated self-regulation: Modeling the interrelationships among instruction, assessment, learning strategies and academic performance. Educational Research and Evaluation. 9, 189-209.