EAP 506 P 10 CARS Model Moves by Deborah Sanchez

EAP 506 P 10 CARS Model Moves by Deborah Sanchez https://padlet.com/sanchezdeborah/dpr4tqawb5j6 Introductory moves in research articles en-us 2017-11-09 18:20:50 UTC 2026-01-14 08:05:45 UTC hello@padlet.com Copy and past part of the quote and Label the moves, e.g. sanchezdeborah https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205428109 Move 2 "Up to this point, published studies on the effects of Facebook on student engagement have been limited...spent using Facebook and their measurement of engagement" (p. 164) ]]> 2017-11-09 18:23:56 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205428109 group 2, facebook article https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205431690 move 3a purpose p-164
The current study serves to extend previous research by examining the relationship between Facebook use and student engagement.
The study also evaluates
the relationship between Facebook use and two variables related to student engagement: time spent preparing for class (academic
engagement) and time spent in co-curricular activities (co-curricular engagement).
Move 1-a P-162
The most popular social media website for college students is Facebook, and research shows that anywhere between 85 and 99% of college students use Facebook (Hargittai, 2008a; Jones & Fox, 2009; Matney & Borland, 2009).
move 1-b P-163
It makes sense to examine the relationship between Facebook use and student engagement for two general reasons: 1) today’s college
students use Facebook at high rates, as illustrated by the statistics presented in the introduction and 2) Facebook intends to be an engaging
platform going so far as to measure their success in terms of user engagement (Heiberger & Harper, 2008; Morrin, 2007).
Move 2 P-164
Another limitation is that previous studies have focused only on frequency of Facebook use and have not examined what students are
doing while on Facebook. Indeed, the Facebook platform allows for a range of activitiesdvarying from commenting on user content, to
sending private messages, to uploading photos, to lurking (seeing what others are up to)dthat theoretically would impact outcomes
differentially. One study, using a small sample, examined the activities students engaged in on Facebook; however, the authors did not relate
those findings to other measures (Pempek, Yermolayeva, & Calvert, 2009).

]]> 2017-11-09 18:29:48 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205431690 Group 4 Education Article https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205431992 Move1
a. "Interaction with parents and teachers constitute important interpersonal contexts for children's learning and school achievement (Pianta, Nimetz, & Bennett, 1997)."

b. "For example, previous research has shown that authoritative parenting characterized by high responsiveness and high demandingness is linked to children's high academic achievement (e.g., Baumrind, 1989; Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994; Steinberg, Lamborn, Dornbusch, & Darling, 1992). Similarly, authoritative teaching has been connected to children's good academic skills (Walker, 2008)."

Move2
"Previous research on parenting styles and teacher interactional styles, however, has three major limitations. First, only a few attempts have been made to investigate both of these in the same study (see Paulson, Marchant, & Rothlisberg, 1998 for adolescent perceptions of parenting and teaching styles), and thus little is known about their eventual cumulative and compensative effects. Second, most of the earlier research has concentrated on general academic
achievement (e.g., Baumrind, 1989; Boon, 2007; Weiss & Schwarz, 1996) rather than specific academic
skills, such as reading and spelling. Third, little is known about the extent to which the impacts of parenting and teaching on children's reading and spelling skills differ according to children's individual characteristics."

Move3
"The present longitudinal study in a Finnish sample investigated the unique and interactive contributions of parenting styles and teachers' interactional styles on the development of children's reading and spelling skills from Grade 1 to Grade 2 and whether children's early reading ability, risk for reading difficulties, and sex moderate these associations."
(P.800)]]> 2017-11-09 18:30:18 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205431992 Group 1 https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205432572 move1：
a）Interaction with parents and teachers constitute important interpersonal contexts for children's learning
and school achievement（P.800）
b）For example, previous research has shown that
authoritative parenting characterized by high responsiveness and high demandingness is linked to children's high academic achievement(P.800)
move2： . Previous research on parenting styles and teacher interactional styles, however, has three major limitations. （P.800)
move3：The first aim of the present study was to investigate what kinds of parenting styles and teacher
interactional styles can be identified along the dimensions of affection, behavioral control, and psychological
control. On the basis of thewell-established typology of four parenting styles.......（P.803）]]> 2017-11-09 18:31:16 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205432572 Group 3 https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205433437 Move1 a. "Since 1992 more than one third of the states have passed legislation requiring youths to wear ............. the years 1975-2000."

Move1 b. "Furthermore, past experience in the traffic ......... these are often insignificant."

Move 2 "In particular, this is the first study to employ...... relate laws to fatalities."

Move 3 a (This article has 2 purpose)
1. " In particular, this is the first study to employ...... relate laws to fatalities."
2. "In our study, in contrast, we use a sparse..... using these other methods."

Move 3 d. "This implies that if this legislation had .......would have been saved."

Move 3 c. "The finding provide robust evidence that ...... by about 15 percent."

]]> 2017-11-09 18:32:32 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205433437 Group 5, Move3:purpose of this research https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205435746

The current study serves to extend previous research by examining the relationship between Facebook use and student engagement. This study uses multiple measures of frequency of Facebook use and frequency of engaging in various types of Facebook activities, and it measures engagement using an instrument developed specifically to assess the construct of student engagement. The study also evaluates the relationship between Facebook use and two variables related to student engagement: time spent preparing for class (academic engagement) and time spent in co-curricular activities (co-curricular engagement). While the effect of gender, ethnicity, and socioeconomic status are important variables in Facebook use, neither of the previous studies on Facebook use and engagement took them into account in their analyses. In this study, we include these as control variables.

The research questions examined were:

Question 1a: Is there a relationship between frequency of Facebook use and student engagement?
Question 1b: Is there a relationship between frequency of Facebook activities and student engagement?
Question 2a: Is there a relationship between frequency of Facebook use and time spent preparing for class?
Question 2b: Is there a relationship between frequency of Facebook activities and time spent preparing for class? Question 3a: Is there a relationship between frequency of Facebook use and time spent in co-curricular activities? Question 3b: Is there a relationship between frequency of Facebook activities and time spent in co-curricular activities? (p.164)

]]> 2017-11-09 18:36:09 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205435746 Group5 Facebook https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205437479 Move1A
The most popular social media website for college students is Facebook, and research shows that anywhere between 85 and 99% of college students use Facebook (Hargittai, 2008a; Jones & Fox, 2009; Matney & Borland, 2009). Researchers from the Pew Internet and American Life Project found that between 67% and 75% of college-aged young adults (who may not necessarily be enrolled in college) use social networking websites (p.162)

Move1b
While student engagement has been extensively researched in offline environments (Pascarella & Terenzini, 2005), little research exists on the relationship between student engagement and social media use. (p163)
One other study (Tufekci, 2008) found that users of social networking websites had increased weekly contact with friends as compared to non-users, but this study was not focused on student engagement. (p.164)

Move2
Another limitation is that previous studies have focused only on frequency of Facebook use and have not examined what students are
doing while on Facebook. Indeed, the Facebook platform allows for a range of activitiesdvarying from commenting on user content, to
sending private messages, to uploading photos, to lurking (seeing what others are up to)dthat theoretically would impact outcomes
differentially. One study, using a small sample, examined the activities students engaged in on Facebook; however, the authors did not relate
those findings to other measures (Pempek, Yermolayeva, & Calvert, 2009).(p.164)

]]> 2017-11-09 18:39:14 UTC https://padlet.com/sanchezdeborah/dpr4tqawb5j6/wish/205437479