Creating Adaptive Motivational Environments in the Middle Grades

Autor/inn/en	Anderman, Lynley H.; Patrick, Helen; Ryan, Allison M.
Titel	Creating Adaptive Motivational Environments in the Middle Grades
Quelle	In: Middle School Journal (J3), 35 (2004) 5, S.33-39 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Student Interests; Interaction Process Analysis; Computer Assisted Instruction; Learner Controlled Instruction; Classroom Observation Techniques; Student Motivation; Media Adaptation; Adjustment (to Environment); Mastery Learning; Teacher Student Relationship; Active Learning; Program Effectiveness + Suchen Sie Ihr Suchwort? Studieninteresse; Prozessanalyse; Computer based training; Computerunterstützter Unterricht; Schulische Motivation; Medienverwendung; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen
Abstract	Student motivation is a cause of great concern for educators at all levels, but perhaps never more so than during the middle school years. Teachers' observations about declines in student interest and confidence in academic tasks are borne out by a number of large-scale empirical studies. In this article, the author examines how teachers create adaptive motivational environments through the messages they communicate to their students at the beginning of the year. In order to assess the effectiveness of this adaptive motivational environments to students, a team of observers spent more than 15 hours with each of 10 different teachers during the first three weeks of school. They recorded all aspects of the teachers' classroom instruction and their interactions with students. Three features of these teachers' practice emerged as particularly important: viewing learning as an active, student-centered process; demonstrating genuine enthusiasm for learning across the curriculum; and maintaining relationships with students that were simultaneously convivial and demanding. Both of the teachers who created adaptive motivational environments for their students emphasized active, student-centered learning through their constant focus on students' improvement and understanding, their promotion of student interaction in class, and the ways in which they evaluated and provided feedback to their students. (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10