When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions

Autor/inn/en	Emery, Alyssa; Sanders, Megan; Anderman, Lynley H.; Yu, Shirley L.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01