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ERIC Number: ED216008
Record Type: RIE
Publication Date: 1982-Apr
Pages: 66
Abstractor: N/A
Reference Count: 0
Fostering Student Learning and Motivation in the Elementary School Classroom. Occasional Paper No. 51.
Brophy, Jere E.
This paper reviews educational theory and research on student learning gains (especially in basic skills in elementary grades) and on motivating students to value and engage willingly in academic tasks. Research on the link between teacher behavior and student learning and attitudes is addressed in the first section, followed by a section discussing resulting policy implications for providing basic skills instruction and an effective learning environment. Research topics discussed include: (1) teacher expectations and role definitions (2) importance of student time on task; (3) value of active instruction from a teacher; (4) need for flexible teacher behavior; and (5) feasibility of teacher-student matching. Limitations on applying this reseach are noted, particularly the use of approaches derived from classical learning theory and its basis in nonclassroom settings. The relevance and potential applications of recent research on student motivation is examined in the next section. Research topics considered are: need theory, reinforcement theory, relevance of education to the needs of students, attribution theory, and building intrinsic and continuing motivation in students. Recommendations which are made for teacher education in the final section would affect entry standards and accountability and preservice and inservice education programs. A list of references is appended. (FG)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($5.50).
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Summer Institute on Learning and Motivation in the Classroom (Michigan, June 8-26, 1981).