ERIC Number: ED358423
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Students' Perspectives on Motivating Experiences in Literacy Learning. Perspectives in Reading Research No. 2.
A continuing longitudinal study examined students' perceptions of their learning and motivation in a whole language classroom setting. Subjects, 14 fifth- or sixth-grade students who collaborated in the inquiry as co-researchers, were interviewed in depth. The mixed fifth- and sixth-grade classroom at the "Willow School" in southern California represented the school's diversity. Students were actively engaged in an integrated, thematic, "real world" curriculum. The classroom buzzed with readers and writers who shared the teacher's contagious sense of excitement about learning. In using literacy activities for self-expression, students experienced a direct connection between their learning activities and who they are, how they think, and what they care about. The richness of experience promoted by the curriculum nurtured students' thinking and feeling, moving them to express themselves and to be engaged in the literacy process. Students said that having choice was one of the main reasons they felt so motivated to learn. The students appreciated the teacher's enthusiasm, humor, and fun-loving presence. Findings suggest questions and answers for teachers to use in considering how their classrooms might honor students' voices more fully. This classroom provides one model of how teachers can share control and responsibility with their students. (Contains 22 references.) (RS)
Publication Type: Reports - Research; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers - Location: California