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ERIC Number: EJ1056716
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: ERIC
ISSN: EISSN-1946-7109
Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation
LaSalle, Dan
Penn GSE Perspectives on Urban Education, v12 n1 Spr 2015
Struck by his students' often hostile and apathetic responses to assignments and instruction and hoping to contribute to the knowledge of motivation, Dan LaSalle began to take an inquiry stance on his own practice. He studied his practice on three fronts with the help of an off-site teacher research group: (1) how his inquiry question changes as a developing urban educator who attempts to incorporate findings and suggestions from motivational psychology without being a student in the academy; (2) the effectiveness of classroom strategies to increase student motivation as a second-year teacher; and (3) the student outcomes he observed. Each of these fronts influenced the others and his practice as the school year continued. LaSalle reports on these influences throughout the academic year and concludes this article by discussing the implications of his narrative for practitioner research, the assessment of student motivation, the role of academic research on student motivation for educators, and the potential contributions of novice educators' voices in education. This article represents a teacher's efforts to synthesize academic research and pedagogical strategies with a developing competence as an educator for impoverished, under-motivated, and academically behind students.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A