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ERIC Number: ED420397
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Interaction between Teaching Practices and the Change in Motivation of Elementary-School Children.
Karsenti, Thierry P.; Thibert, Gilles
This study took an in-depth, global look at the entirety of the teaching practices of six elementary school teachers in Canada who are known to be highly motivating instructors. The study investigated the interaction between teaching practices and the change in elementary-school student motivation. Three teachers were chosen for their reputation as great motivators, while the other three were randomly selected in schools from the same sociological context; the students of these teachers also participated. Teachers were interviewed, their classes were observed, and their teaching materials were examined. Documents and other qualitative data were analyzed by ethnographic content analysis, and a motivation scale was applied to students. Results indicated that effective teachers seem to emphasize effort more than ability, using attributional feedback to favor student motivation. Effective teaching was also related to the sharing of classroom management responsibilities with students, and with creating a classroom culture in which students were held accountable, had self-determination, and believed that through effort they could succeed. Planning and decision making for these teachers showed awareness of the importance of creating a classroom context in which students were highly motivated, and they were aware when students were not motivated. Student's perceptions of the teachers actions were more important for influencing motivation than the teacher's real actions themselves. Contains 20 references. (JPB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada