ERIC Number: ED463859
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
The Attunement Strategy: Reclaiming Children's Motivation by Responsive Instruction. Innodata Monographs.
Stevens, Luc; van Werkhoven, Wim; Castelijns, Jos
This monograph describes the attunement strategy devised by educational researchers in the Netherlands as a means of engaging students' interest and building their understanding during classroom activities. The strategy, based on a cognitive-motivational model for development and learning, was developed to address the problem of students who are unwilling or unable to focus on specific tasks, who lack motivation, and who disrupt other students and teachers. The attunement strategy sees the teacher engaging the pupil in a one-to-one interaction, attempting to look at the task from the pupil's perspective, and providing the pupil with the scaffold needed for learning and development, concentration, and learning in the classroom. This monograph explains the theoretical basis of the attunement strategy and reports on its use in a variety of settings in the Netherlands, England, and Germany: specialized treatment institutes, special education schools, and regular primary education schools. Four programs were designed for school advisers, teachers in teacher-training colleges for primary education, teams of primary schools, and a specific program for teachers of 5- to 6-year-olds. Analysis of the pilot initiative in primary schools in the Netherlands showed a positive response by both pupils and teachers. (Contains 52 references.) (KB)
Descriptors: Change Agents, Change Strategies, Elementary Education, Foreign Countries, Models, Pilot Projects, Primary Education, Program Effectiveness, Scaffolding (Teaching Technique), Special Education, Student Motivation, Student Role, Teacher Role, Teacher Student Relationship, Teaching Methods
International Bureau of Education, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.ibe.unesco.org/publications.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: International Bureau of Education, Geneva (Switzerland).
Identifiers - Location: Netherlands