Children's and Teachers' Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling

Autor/inn/en	McCombs, Barbara L.; Daniels, Denise H.; Perry, Kathryn E.
Titel	Children's and Teachers' Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling
Quelle	In: Elementary School Journal, 109 (2008) 1, S.16-35 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/592365
Schlagwörter	Student Motivation; Teaching Methods; Teacher Attitudes; Primary Education; Student Attitudes; Student Surveys; Teacher Surveys; Attitude Measures; Elementary School Teachers; Elementary School Students; Correlation; Factor Analysis; Reliability; Self Esteem + Suchen Sie Ihr Suchwort? Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Primarbereich; Schülerverhalten; Schülerbefragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Faktorenanalyse; Reliabilität; Self-esteem; Selbstaufmerksamkeit
Abstract	This research focused on finding ways to assess instructional practices in grades kindergarten through 3 that are consistent with the American Psychological Association's Learner-Centered Psychological Principles. In several stages of research, conducted with over 2,100 children and their 124 teachers in several states, specific instructional practices in 3 domains were found to be related to important motivation outcomes. The K-3 Assessment of Learner-Centered Practices surveys were used to examine children's and teachers' perceptions of practices to create positive interpersonal relations, provide motivational support, and facilitate learning. Children's perceptions of these practices significantly predicted their perceptions of competence and interest in school learning at all grade levels. Teachers' perceptions of their own classroom practices were less strongly related to student motivational outcomes than were students' own perceptions. We discuss implications for future research and practice in the context of current educational reform efforts and the types of instructional practices needed to maintain motivation for learning in young children's early schooling. (Contains 7 tables, 1 figure and 1 note.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10