Re: Assignment #2 -- Life-span Human Development

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Subject: Re: Assignment #2

Author:
Jessika Morris

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Date Posted: 18:17:17 06/15/10 Tue
In reply to: Jennifer de Wit 's message, "Re: Assignment #2" on 23:24:37 06/14/10 Mon

Hi Jennifer,
I remember participating in this program as an elementary student in California, and for some of us it was really motivating, and others still didn't care. I think you hit on a great point here - extrinsic rewards are shortlived. After some point, the learner reaches a state of habituation and just doesn't care about the reward in anymore. Another important question I have is what is the goal of the program? Is the goal of the program for children to read an increased quantity, at an increased level, or for the pleasure of reading? Sometimes the goals that the programs are developed to meet do not match the situations in which they have been implemented, especially with programs that go into schools. Many of them are not even research based - they just have really great salespeople. I wonder if Accelerated Reader was set up to help children from lower SES also, those who are not exposed as often to reading at home or do not have as much access to books. If so, it sounds like its implementation in this upper middle class school has done more harm than good for the students. Finally, I am thinking about the rewards chosen. For children who come from affluent homes, how motivating is a pencil or some stickers? When designing a program like this, you have to be very aware of the population it will serve so you can carefully pick the rewards it offers. As a thought question, do you see any elements of social learning in your observations of the Accelerated Reader program?

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Replies:

Subject	Author	Date
Re: Assignment #2	Jennifer de Wit	19:10:36 06/15/10 Tue