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A reliability generalization study was completed on the Patterns of Adaptive Learning Survey achievement goal orientation scales to assess the prediction of (a) the different orientation scales, (b) the adaptation of items to meet research needs, (c) the number of respondents completing the instrument, and (d) the publication date cited for the manual used on reliability variation in articles that reported sample specific reliability coefficients. The results of analyses suggested that the evolution of the scales has improved the consistency of the scores derived, lending more credence to inferences that are based on the scores from the more recent versions of the instrument. Nevertheless, examples of poor to marginal coefficients were observed in some cases.Throughout the relatively short history of exploring an intersection between education and psychology, conceptualizations of motivation have shifted from broad mechanistic theories (see Hull, 1943, for an overview of early theories) to studies of individual social-cognitive aspects of motivation

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The aim of this paper is to explore high school students’ critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students’ YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three “critical moments,” or instances of social analysis, to illustrate how students’ individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students’ nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

Inasmuch as educational research is concerned with individual student assessment and development, it is surprising that single-subject designs are not more readily utilized in classroom-based action research. The purpose of this article is to emphasize benefits of single-subject research in the K-12 setting, given that teachers teach and assess individual students, the availability of individual student data, the uniqueness of all students' needs, and the ease with which data can be summarized and analyzed. A basic framework for conducting single-subject research is provided with the use of examples and discussion.