Search results for: Motivation
Page 4/4 37 items
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. The observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings.The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn.
Updated: Dec. 22, 2008
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue which suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school.
Updated: Dec. 22, 2008
The purpose of the study is to compare the outcomes of reflecting on difficult problematic experiences with those of reflecting on positive experiences. The authors focused on three outcome areas: the content of teachers' resolutions after reflecting because decisions need to be productive, their motivation to act on their decision because teachers need to implement their decision because teachers need to implement their resolutions, and the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process.
Updated: Nov. 20, 2008
Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. The authors describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate management class participated in this study. Section 1 served as a control group by participating in a typical class without SRS; section 2 used SRS throughout the semester to facilitate active learning. Results indicate that although the classes were comparable at the onset of the semester, those students who used the SRS as an integral part of the classroom reported greater interest in the class and higher expectations of success, performed better on a midterm exam, and more importantly, performed better on a knowledge-retention test administered at the end of the semester. The authors argue that SRS technology can have beneficial outcomes for student performance and knowledge retention.
Updated: Oct. 27, 2008
This paper presents a study on what motivate student teachers to become primary teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum.
Updated: Aug. 27, 2008
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school.
Updated: Jun. 25, 2008
The article describes a longitudinal study regarding the experience of beginning teachers in England. The study set out to explore the students' motivations for deciding on teacher education programs, their preconceptions and expectations of teaching, and their early experiences as student teachers. The findings suggest that the core features of the experience relate to teacher identity, role of relationships, the notion of relevance, and the central presence of emotion.
Updated: Jan. 14, 2008