Search results for: Student motivation
Page 3/5 44 items
The author reviews studies that focus on classroom management. This article shows that classroom management is now more about understanding the class as a social system. The author states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Updated: Jan. 19, 2014
Playing Exergames in the Classroom: Pre-service Teachers’ Motivation, Passion, Effort, and Perspectives
The authors investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom. Findings indicated that most pre-service teachers had little prior experience in exergames. However, they enjoyed playing exergames in the classroom and considered it beneficial to incorporate exergames in teaching. They also raised concerns, challenges, and the need for resources to effectively incorporate exergames in teaching.
Updated: Jul. 23, 2013
Students’ Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project
This meta-analysis study summarizes the effects of the GlobalEd Project on middle and high school students’ interest in social studies and negotiation self-efficacy. Meta-analytic evidence supports statistically significant increases in students’ interest in social studies for both middle and high school students and negotiation self-efficacy for high school students only as a result of participating in GlobalEd. Results demonstrated different effects of the intervention on middle and high school students, indicating greater increases for high school students.
Updated: Jul. 23, 2013
The authors examined the effect of a new academic mentoring program on student academic integration, success and persistence. Specifically, the authors focused on the MIRES program (Mentoring for the Integration and Success of Science Students) aimed at preventing student dropout in math, science and technology. The MIRES program was implemented in two colleges in the Quebec City area. The results showed that participation in the MIRES programs had positive effects on motivation, career decision profile, college adjustment and academic success and persistence of students. The findings also revealed that the MIRES program had a greater impact on the perseverance of male, rather than female students.
Updated: Jul. 08, 2013
A Typological Approach to Investigate the Teaching Career Decision: Motivations and Beliefs about Teaching of Prospective Teacher Candidates
In this study, the authors examined three typologies of teachers about motivations and beliefs. The participants were prospective teachers enrolled in a teacher education program in the U.S. The authors utilized cluster analysis to identify typologies of the prospective teachers based upon their self-report motivations for teaching.
Updated: Sep. 27, 2012
Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students
The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged.
Updated: Mar. 12, 2012
Investigating Pre-service Teacher Motivation across Cultures Using the Teachers’ Ten Statements Test
This article describes a study which examined pre-service teachers' motivations for choosing teaching as a career across cultures. The participants were 200 pre-service teachers from Canada and Oman. The study highlights the importance of attending to cultural factors in building an understanding of motivations for teaching
Updated: Dec. 21, 2011
The Role of Teachers’ Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
The present study investigated the relationship between young Chinese children’s motivation, teachers’ use of motivating instructional strategies and children’s reading comprehension. The theoretical framework of the present study was based Motivating Instructional Contexts Inventory that postulated that teachers’ cognitive support could motivate Chinese students to learn. In conclusion, this study indicates how teachers can provide cognitive support in reading classrooms through providing students with challenging tasks, stimulating students’ curiosity about the reading materials, and recognising students’ efforts in reading comprehension.
Updated: Nov. 01, 2011
The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.
Updated: Oct. 24, 2011
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011