Literaturnachweis - Detailanzeige
Autor/inn/en | Emery, Alyssa; Sanders, Megan; Anderman, Lynley H.; Yu, Shirley L. |
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Titel | When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions |
Quelle | In: Journal of Experimental Education, 86 (2018) 3, S.419-441 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
DOI | 10.1080/00220973.2017.1341863 |
Schlagwörter | Mastery Learning; Goal Orientation; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Student Motivation; Middle School Teachers; Middle School Students; Student Educational Objectives; Program Implementation; Semi Structured Interviews; Data Analysis; Coding; Academic Achievement; Student Evaluation; Recognition (Achievement); Grouping (Instructional Purposes); Remedial Instruction; Pacing; Theory Practice Relationship; Qualitative Research Zielorientierung; Zielvorstellung; Lehrerverhalten; Schülerverhalten; Schulische Motivation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Auswertung; Codierung; Programmierung; Schulleistung; Schulnote; Studentische Bewertung; Soziale Anerkennung; Grouping; Gruppenbildung; Förderkurs; Lerntempo; Theorie-Praxis-Beziehung; Qualitative Forschung |
Abstract | Few studies have examined the impact of mastery learning on mastery goal structures or even on students' motivation more generally. In this study, we examined one middle school that implemented a schoolwide mastery learning system, conducting interviews with a sample of administrators (n = 3), teachers (n = 4), and students (n = 9) to determine how the system was envisioned by the school leadership, implemented by the teaching staff, and perceived by the students. We used deductive qualitative analysis (DQA) to determine visions, practices, and perceptions aligned with achievement goal theory. Results indicated that evaluation practices have the greatest potential to undermine other positive motivational impacts of mastery learning-based instruction. Implications and transferability for research and practice are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |