Fostering Student Learning and Motivation in the Elementary School Classroom. Occasional Paper No. 51.

Autor/in	Brophy, Jere E.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Fostering Student Learning and Motivation in the Elementary School Classroom. Occasional Paper No. 51.
Quelle	(1982), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Academic Achievement; Basic Skills; Classroom Research; Educational Policy; Educational Research; Elementary Education; Elementary School Teachers; Outcomes of Education; Research Utilization; Student Motivation; Student Teacher Relationship; Teacher Behavior; Teacher Education; Teacher Effectiveness; Time on Task + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Forschungsumsetzung; Schulische Motivation; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitaufwand
Abstract	This paper reviews educational theory and research on student learning gains (especially in basic skills in elementary grades) and on motivating students to value and engage willingly in academic tasks. Research on the link between teacher behavior and student learning and attitudes is addressed in the first section, followed by a section discussing resulting policy implications for providing basic skills instruction and an effective learning environment. Research topics discussed include: (1) teacher expectations and role definitions (2) importance of student time on task; (3) value of active instruction from a teacher; (4) need for flexible teacher behavior; and (5) feasibility of teacher-student matching. Limitations on applying this reseach are noted, particularly the use of approaches derived from classical learning theory and its basis in nonclassroom settings. The relevance and potential applications of recent research on student motivation is examined in the next section. Research topics considered are: need theory, reinforcement theory, relevance of education to the needs of students, attribution theory, and building intrinsic and continuing motivation in students. Recommendations which are made for teacher education in the final section would affect entry standards and accountability and preservice and inservice education programs. A list of references is appended. (FG)
Anmerkungen	Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($5.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01