Background Information
Mark Twain Elementary School is located in Pasco, Washington in the southeast corner of Washington state. Once a rural farming and railroad town, Pasco, along with Kennewick and Richland, is part of the “tri-cities; located between the Columbia, Snake, and Yakima rivers. Twain was founded in 1956 and was open for 40 years before being closed briefly for remodeling, reopening in 1999. The school is located within a small neighborhood in North Pasco. The demographics of the school have changed dramatically since the year 2000. At that time, the school was 10% Hispanic/Latino and 70% White with 31% classified as low-income (meaning their family qualifies for free or reduced lunch). By 2010 the student population had shifted to 18% Hispanic/Latino and 61% White, with 43.7% of its students classified as low-income. For the 2018-2019 school year, the school population was 65% Hispanic/Latino, 29% White, and 2% African-American. Approximately 35% of the students were English Language Learners (ELL) and just over 70% were considered low-income (OSPI, 2018).
State assessment test scores have steadily declined over the last 10 years. In 2010, 61.2% of third graders, 47.3% of fourth graders, and 54.6% of fifth graders met grade level standard on the ELA assessment. In math, 53% of third graders, 46.4% of fourth graders, and 50% of fifth graders met grade level standards. This is in contrast to last year’s scores which saw 23.1% of third grade, 43% of fifth grade, and 36% of sixth grade meeting grade level standard in ELA (fourth grade scores remained steady at 46.4%). In math, 31.5% of third graders, 28.4% of fifth graders, and 25.2% of sixth graders met grade level standards for math (fourth grade scores increased to 49%) (OSPI, 2018).
I currently teach 6th grade math and science. I have a total of 50 students that I share with another teacher (25 students per class). I see each group once a day for a two hour block. 32% of my students are English language learners. All but two of my ELL students speak Spanish at home fulltime as reported by their parents on home language survey which is part of the enrollment paperwork. In addition, twelve of my students have an IEP or 504 plan. Of those, seven are pulled from class to see the resource teacher two or more times per week.
Needs Assessment
My students are generally curious, creative thinkers, but they struggle with organization and prioritizing, i.e., they struggle with executive functioning skills such as impulse control, emotional control, flexible thinking, working memory, self-monitoring, planning, prioritizing, task initiation, and organization. For example, it is difficult to get students to adhere to timelines and due dates. When presented with a long-term project, many students struggle with prioritizing the tasks and creating a plan for completing it on-time. The result is that assignments are frequently late and/or have missing components. This problem is not exclusive to my classroom. It is found in many classrooms at my site and is an especially frustrating issue for the middle school teachers.
When asked to create an action research project, I knew that I wanted to focus on executive functioning skills. At the beginning of the year, the students were provided with organizational tools. All students received a 3-ring binder to organize their school work. The binders have dividers for each subject: language arts, math, social studies and science. All work related to those subjects are meant to be placed in the corresponding section. All students have a daily planner to keep track of schedules and assignments, and they were given color-coded folders for each subject. The binders and planners work well for the few students that utilize them. However, late work and poor organization continues to be a problem.
Therefore, the question guiding this project will be: what is the relationship between executive functioning skills (specifically organization, planning, and prioritizing) and a student’s academic self-concept? I plan on collecting data through a combination of surveys, interviews, and journal entries. I will investigate the techniques that students use to organize, plan, and prioritize their work and look for evidence of a relationship between those skills and the student’s view of themselves as a capable learner.
Literature review
Executive functioning skills are essential for academic success. They are the building blocks of meaningful learning (Center On The Developing Child, 2012). As a result, the question that must be asked is: in what ways do specific executive functioning skills contribute to a student’s view of themselves as a capable learner? Do students who lack the skills necessary to organize, plan, and prioritize their work view themselves as less capable than those who have those skills? As researchers identify the key executive functioning skills that foster academic agency in students, teachers may better prepared themselves to support all learners. Key concepts that will be looked at include: specific organization strategies that students use to plan and prioritize their tasks, their view of themselves as capable learners, and the mindset that they hold regarding learning.
Executive Functioning
The term executive functioning was not used by researchers until the 1970s (Goldstein, Naglieri, Princiotta, & Otero, 2013). The term is used to describe a wide range of cognitive processes carried out by the prefrontal and frontal lobes of the brain. Executive functioning includes a wide range of processes used to organize and act on information: impulse control, emotional control, flexible thinking, working memory, self-monitoring, planning, and prioritizing, task initiation and organization (Morin, 2014). According to Bierman (2008), children who learn these skills early are better prepared for the challenges they face later in school. Endedijk (2001) found that students who struggle with executive functioning skills often have difficulty completing regular homework assignments as it requires organizing, self-monitoring, and prioritizing. Much of the research that has been done in the area of executive functioning has focused on non-neurotypical students (e.g. those with autism spectrum disorder and learning disabilities); however, non-neurotypical students are not the only ones who can benefit from executive functioning support. The rapidly changing brain of adolescents means the majority of middle school students will struggle with these skills at some point in their academic career (Blakemore, 2006). Therefore, it follows that all students who receive support for executive functioning skills (or those who already have them), may have better academic outcomes overall. Samuels, Tournaki, Blackman, and Zilinski (2016) demonstrated in their study that students who have strong executive functioning skills have higher GPAs and stronger academic performance, even when accompanied by barriers such as poverty or ELL status.
Students who lack executive functioning skills, with or without non-neurotypical status, may also exhibit social and emotional difficulties. Executive functioning skills are necessary to process the flow of social information that comes throughout the school day. As Jenkins, Demaray, and Tennent (2017) explained:
Without proper executive functioning skills, children are less likely to have opportunities to interact with others. In addition, a hallmark of emotional difficulties is that these symptoms can interfere with everyday functioning, such as social interactions. Being withdrawn or anxious may reduce the number of opportunities to interact; thus, there are fewer opportunities for social skill use and development. (p. 5)
Therefore the lack of executive functioning skills become a barrier to positive social interactions which, in turn, may limit their ability to grow prosocial behaviors in a recursive cycle. Students who have low executive functioning skills are at risk for social isolation, peer rejection, and bullying (both as a perpetrator and a victim) (Jenkins, Demaray, and Tennent, 2017).
Growth Mindset
In the early 2000’s Carol Dweck proposed a theory regarding fixed versus growth mindset. Dweck (2000) wrote:
Those that are led to believe that their intelligence is fixed begin having overriding concerns about looking smart and begin to sacrifice learning opportunities when there is a threat of exposing their deficiencies. Those who are led to believe that their intelligence is a malleable quality begin to take on challenging learning tasks and take advantage of the skill-improvement opportunities that come their way. (p. 26)
So, rather than viewing intelligence as fixed and finite, students with a growth mindset understand that academic success is the result of practice and “view challenging work as an opportunity to learn and grow” (Dweck, 2010, p16). Further research has illustrated that students who lack a growth mindset can develop one through repeated practice, the praising of effort not intellect, and through conducting interventions designed to develop growth mindset (Blazer, 2011).
According to Snipes and Loan (2017), English language learners and students of color have lower growth mindset scores than their native-speaking, White counterparts. A similar gap in growth mindset was observed when looking at students from schools with a high population of low-income students and schools with a history of low state test scores (Snipes and Loan, 2017). Snipes and Loan hypothesized that this may be due to a combination of social barriers (poverty, racism, socioeconomic status) and low teacher expectations. This is significant because historically these groups have disproportionately failed to achieve proficient status on district and state tests, not only at my site and district, but statewide and nationally as well (NEAP, 2017).
Capable Learners
It stands to reason that students who have a fixed mindset would view themselves as less capable academically. If you believe that people are “smart” or “dumb” and intelligence is something that you have or don’t have, then you might also believe that you are or are not capable of academic work. For the purposes of this study it is important to clarify what is meant as a “capable learner”. Academic capacity is not as simple as a belief in one’s abilities, nor is it as straightforward as good grades and high test scores. While those things may be the result of a student’s capacity, they are not what makes the learner more capable. Researchers have identified a number of behaviors that, when combined, create the self-efficacy necessary for academic success. Frey, Fisher, and Hattie (2018) outlined six traits of capable learners. These include: awareness of current understanding of a topic, ability to select appropriate tools and resources necessary for the given task, a willingness to seek feedback, a recognition of what they have learned well enough to teach others, ability to monitor their progress, and the confidence to take on academic challenges. They go on to explain that teachers who are committed to fostering these skills actively built the capacity of their students.
According to Gambill (2008), a lack of organization and planning skills may set students up for failure and frustration.
A general lack of organization causes students not to be prepared for class, which in turn causes failing grades. Another reason that disorganization leads to low grades is because the students are missing valuable instructional time. Instead of taking notes, participating in activities, or contributing to class discussions, students often search for lost assignments or missing materials. (p. 8)
Gambill also noted that while many teachers recognized that their students struggle with organizational skills, few gave direct instruction on how to utilize basic organization skills (binders, folders etc.). As Orstein (1994) found, "Good study skills connote the ability to learn and make use of what one is reading or studying to understand the information and to engage in independent learning without immediate feedback from the teacher” (p. 62). By utilizing the power of explicit instruction of organizational methods, teachers can both foster a student’s view of themselves as capable learners and assist them in developing a growth mindset.
Summary
Teachers are in a unique position to help their students develop executive functioning skills and a growth mindset, both of which are necessary for on-going academic success. These skills allow students to persevere through academic challenge. All students can benefit from support in these areas. Through the use of targeted interventions it may be possible to improve academic outcomes for all students.
Methods
There were three different types of data collection in response to the research question: interviews, surveys, and journal entries. By looking at three different types of data, I hope to establish a clear picture of not only the students beliefs about themselves, but also the practices that they have put into place as a result of those beliefs.
Interviews
Six participants (10%) were chosen from a pool of sixty students. All the participants are sixth-graders at a Mark Twain Elementary in Pasco, Washington. The six interview subjects were chosen because they represented the average students in the class. Three girls and three boys were selected. From each gender, one was a high-achieving student (met or exceeded task expectations 90% of the time), one was an average student (meeting expectations 75% of the time) and one was an English-Language learner (who met expectations 60% of the time). The students were interviewed in the classroom, either before or after school. The students were then asked to evaluate their organizational skills. The participants were given a scenario wherein they had a large project that they were given a month to complete. The students were asked to describe how they would begin the projects and what steps they would take to ensure that the project was completed on time. Lastly, the students were asked how they organized their personal workspace and whether or not they considered themselves to be an organized person.
Surveys
A participant pool of forty-three students from two different classes were given a 10 question survey. The survey utilized a 5 point Likert scale and asked to students to rate a series of statements from “Never” to ”Always”. The responses are in table 1 below.
As is evident from the data, the majority of the participants reported that they like school. Similar numbers appeared when the students were asked if they enjoyed learning new things. When measuring persistence through the statement “When work is challenging, I keep trying”, 37 out of 43 students (86%) reported that this was often or always true. However, fewer students reported that they finished their schoolwork before doing other things and/or that they know how to make a plan to complete all their assignments. The statement: “If something is hard, there are things I can do to get better at it” was used to determine if the students were operating with a fixed or growth mindset. 29 students (67%) reported that that this was often or always true; in other words 67% of the students surveyed had a growth mindset.
Journal Entries
For this study, the research question was: what attitudes are associated with a student’s ability to organize and prioritize their school work? In order to gather their thoughts on the topic, a series of journal entries were collected. Over a week, students were asked to write on three different topics- organization, motivation, and how they deal with academic challenges. 150 anonymous journal entries were collected from 50 different students. The journal prompts were:
Do you consider yourself to be an organized person? Why or why not?
Do you learn things easily? If something is challenging, what do you do?
What motivates you to do well in school? What does “doing well in school” mean to you?
Each journal entry was read and highlighted for information relevant to the study. A spreadsheet was used to organize the data. Each response was grouped into broad categories. After all the responses were logged, each group was placed into subcategories. Finally common themes were identified within the data. For example, when looking at the data for the question “What motivates you?” the initial categories were positive motivators (rewards) and negative motivators (punishments). When looking at the data a second time, the responses were grouped as follows: People (parents, teachers), punishments (loss of privileges, being grounded), future thinking (college, jobs, earning money), and intrinsic factors (love of learning) (See Appendix A).
Findings
Through the analysis of the data, clear patterns emerged within my interviews and surveys. It was clear that students that rated themselves as well-organized also rated themselves as more capable learners- even when faced with academic challenges. Conversely, those that rated themselves as having poor organizational skills regarded themselves as less capable and without agency to improve. As the data was collected and coded, responses were grouped into the following categories: organizing, planning, prioritizing, and growth mindset. From the data, the following themes emerged.
Extrinsic Motivation Is Common In Middle School Students
Of the students surveyed, many (60%) cited extrinsic factors as a reason to do well in school. These factors were divided into three categories- people (parents, teachers, friends), punishments and rewards (allowance, privileges or the lack thereof), and the future (college, jobs, earning potential). Some students (20%) also listed specific examples that they associated with doing well in school. These included executive functioning skills (staying organized, turning in work on time) and classroom behaviors (listening to the teacher, on task, not distracting others). Only two students listed intrinsic factors (love of learning, enthusiasm for school) as reasons to do well in school.
Students Who Have A Growth Mindset Can Cite Specific Learning Strategies
Of the students surveyed, the majority stated that their ability to learn things quickly was dependent on the topic. They understood that they were naturally better at some subjects than others. However, those who wrote that they were fast learners (either always or situationally) were also able to list specific strategies that they could use when faced with an academic challenge. These strategies include re-reading, simplifying, asking for help, and connecting to previous learning. Those who said that they are not fast learners stated that they do not have specific strategies that they utilize when schoolwork is challenging. They feel that they do not have the skills to learn new things (“I’m just slow” or “I’m not a math person”).
During interviews, students were asked to reflect on their view of themselves as a capable learner with the questions: “What is a good student ?” and “Do you think you are a good student?”. In response most students said a good student is “prepared to learn”, “listens to the teacher”, and “behaves in class.” However, a few students added that they felt that a good student used “different ways to learn stuff” and helped others. Interestingly, when asked if they regarded themselves as good students, four of the six interviewees were hesitant to give a yes or no answer. Instead, they chose to describe their individual attributes as a student. One student said, “I guess cuz I try hard when we have assignments and stuff. I like school and I guess I'm prepared to listen.” Another student explained, “I would say that I am good in certain areas but I'm not going to say that I am great at everything or I always know the answer. I am not perfect because I have my challenges too.” These responses reflect Dweck’s theory of Growth Mindset (2008). Rather than viewing academic competence as a finite resource that they have a lot of (or a limited amount), these students recognized that what makes someone “good” in school is not an individual trait, but rather a set of practices employed by the student.
Students Who Consider Themselves Organized Have Specific Organization Strategies
Students who considered themselves organized (either all the time or most of the time) saw the benefit of keeping their schoolwork organized. The reasons they gave for this were categorized as follows- simplifying life (you can always find things, everything has a place), personal preference (I like to be neat), and aversion to messes (I hate to have my things all over). They also listed the tools that they used to stay organized: binders, folders, checklists, and planners. Students who did not consider themselves organized cited fixed mindset justifications (“I want to be neater, but I’m just a messy person”).
When asked to describe how they would plan a long-term project, the participants named various strategies that they used to plan their project. All of the students mentioned some form of visual plan (thinking map, pictures, graphic organizer, or Google slides). One student noted: “I organize my stuff on Google Slides by making a lot of different slides and labeling what I want to do. Then I research them and that helps a lot cuz you know what you want to do on each slide.”
In terms of prioritizing their projects, four out of six interviewed students talked about writing things down in their notebook or planners. One student said she used these items to set mini goals so she can finish on time. Two of the participants spoke specifically about setting aside time every day to work on school projects.
Action Plan
My action plan will focus on helping my students develop their organization skills and foster a growth mindset. The research shows that students can learn organizational skills and that those students who use them are more academically successful and view themselves as more capable. The assessments suggest that about ⅓ of my students feel that they are not organized and just over half could not name a specific strategy that they use to plan, prioritize, and organize their schoolwork. I have provided the students with specific organizational tools (a binder with dividers, a supply box and a personal cubby). I will give direct instruction in how to use them effectively. Students will be provided with an organization checklist and given class time each week devoted to maintaining their organizational tools. In addition, while many of my students have a positive view of themselves as learners, many of them stated that they are fast learners or slow learners which reflects a fixed mindset. To address this, my students will take part in a growth mindset unit. The unit was created by Carol Dweck and her team at Stanford University. The unit will take place over four weeks and run concurrently with the organization support.
Assessment
Student organization will be assessed before and after they are provided with organizational tools and direct instruction on how to use them. I will look at their binders, supply boxes and personal cubbies. Each student will be assigned a code (or level), 1-5, that reflects their level of organization. I will look for improvements in level of organization. Students who increase their organization level (or maintain a level 3 or higher) will receive a “Hazen dollar” (or “Holla” as they are called in my class) which can “buy” them extra privileges in class. This will help provide students with a framework for getting and staying organized by incentivizing them to do so. While it is possible that some of the student may stay organized only for the reward, the benefits of using the organizational tools are the same regardless of motivation. It is possible that over time, using these tools will become habitual, and therefore, a permanent addition to their academic strategies. In order to measure the growth mindset curriculum, I will administer the “Mindset Assessment Profile” to my students before and after the unit.
Conclusion
Study Significance
As teachers, we are always looking for ways to support in their learning journey. We work hard to create engaging lessons that enhance understanding and encourage a love of learning. When I first began this project, I asked the question- in what ways do specific executive functioning skills contribute to a student’s view of themselves as a capable learner? I felt that it was important to understand, if my students had the necessary tools that would allow them be the architects of their academic success. I recognized that organization and planning were important skills to have, but they are not usually explicitly taught. I also knew that students who view themselves as academically capable (i.e., having a growth mindset) are less frustrated by academic challenge and more likely to persevere through difficult tasks. I believe that my study helped me gain a deeper understanding of how support my students in the area of organization, while at the same time giving them opportunities to develop a growth mindset. Both of which are shown to improve student outcomes and increase confidence. My students have continued to use the tools that they learned during the study and have begun experimenting with personal tweaks to the tools to better helped them get and stay organized. Some have begun color-coding their notes, some have created similar systems at home, and several students have stated that the organizational tools help them feel less stressed about their schoolwork. There have also been shifts in the mindset of the class. We have changed how we talk about difficulty from “I can’t do this” to “What tools/methods can I use to help me understand?. Student remind each other that they might not have it “yet”, but it will come with time and practice. They are more positive about their challenges and more willingly to believe that they can overcome them. It is my hope that my site can use this study to facilitate discussions on how we can support students in the area of organization and growth mindset at all grade levels.
Study Limitations
Time was a factor in the limitations of my study. The school year had already begun by the time my project was conceived. There were already some organization tools in place and I had already given several lessons on growth mindset before the project began. Ideally, I would have begun the project right at the beginning of the school year and completed my needs assessment before implementing any lessons. This would have given me a more accurate picture of what organizational tools the students were using and what they believed about their academic capacity. Because I was unable to do so, my needs assessment is most likely not reflective of their true starting point.
In addition, my study size was very small- only 50 students total. Our school has four sixth grade classes and I only studied half of them. Because of the timeframe, I decided to only study the students who I saw on a daily basis. If I had more time, I would have liked to include the other two classes in order to get a broader perspective on my topic.