Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics?.

Stipek, Deborah; Givvin, Karen B.; Salmon, Julie M.; MacGyvers, Valanne L.

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Peer reviewed

ERIC Number: EJ571267

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-0973

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Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics?

Stipek, Deborah; Givvin, Karen B.; Salmon, Julie M.; MacGyvers, Valanne L.

Journal of Experimental Education, v66 n4 p319-37 Sum 1998

Classroom practices believed to affect student motivation were assessed for 24 upper elementary school teachers during a unit on fractions. Reform-minded teachers emphasized effort, mastery, and understanding more, and those who had received training in motivation made more accurate judgments of students' motivation. (SLD)

Descriptors: Classroom Techniques, Elementary School Teachers, Fractions, Intermediate Grades, Intervention, Mathematics Instruction, Student Evaluation, Student Motivation, Teacher Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Research supported by Grant MDR 9154512 form the National Science Foundation.

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