Literaturnachweis - Detailanzeige
| Autor/inn/en | Duckworth, Kenneth; Lind, Karen |
|---|---|
| Titel | Curricular Goals and Motivating Strategies with Non-College-Bound Students in Science and Social Studies. |
| Quelle | (1989), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Ability; Academic Failure; Educational Research; Educationally Disadvantaged; High Risk Students; High Schools; Incentives; Motivation Techniques; Noncollege Bound Students; Relevance (Education); Research Needs; Research Opportunities; Sciences; Secondary School Science; Social Studies; Student Motivation |
| Abstract | Many teachers work in the difficult situation of teaching academic subjects to students who are not academically oriented. Especially in high school, non-college-bound students are required to take two or three years of science and social studies. For these students schools offer lower-track classes that exhibit high failure rates and low teacher and student motivation. This study attempts to increase understanding of this situation and knowledge of what approaches work in motivating these students. The study focuses on the curricular goals that seem to guide effective teachers of non-college-bound students and what place extrinsic and intrinsic motivation had in such teachers' motivating strategies. In general, the results show that teachers de-emphasized subject matter knowledge goals with non-college-bound students while more openly advocating functional skill goals. For intrinsic motivation, teachers worked on increasing students' feelings of efficacy in the classroom. Developing student interest in the subject was a strategy used to nurture intrinsic motivation. This paper includes an abstract, introduction, research methods, results, summary and findings, implications, and references. (RT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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