ERIC Number: ED365966
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
When Students Do Not Feel Motivated for Literacy Learning: How a Responsive Classroom Culture Helps. Reading Research Report No. 8.
Teachers' responsiveness to and empathic understanding of students' perceptions when they are not motivated are critical in promoting students' ownership of the literacy learning agenda; in helping students with their motivational difficulties; and in establishing classrooms that focus on the enhancement of caring. An interpretive study, conducted in a fifth/sixth-grade whole language classroom, provides insights about students' thoughts, feelings, and actions when not motivated for literacy tasks, and examines students' subjective experiences in three different motivational situations. Forty-eight classroom observations were conducted that included a series of 41 indepth interviews over an 8-month period. Results offer clues about the affective and cognitive processes that enable some students to become engaged in literacy activities and prevent others from beginning them. Findings suggest that a responsive classroom culture that honors students' voices may enhance students' ownership of literacy learning and alleviate feelings of anger, anxiety, alienation, and powerlessness. (Contains 72 references.) (Author/RS)
Publication Type: Reports - Research
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.