How Do Teachers Support Students' Motivation and Learning in Their Classrooms?

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Autor/inn/en	Anderman, Lynley H.; Andrzejewski, Carey E.; Allen, Jennifer
Titel	How Do Teachers Support Students' Motivation and Learning in Their Classrooms?
Quelle	In: Teachers College Record, 113 (2011) 5, S.969-1003 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Student Attitudes; Observation; Humor; Profiles; Secondary School Teachers; Social Environment; Student Motivation; Learner Engagement; Classroom Environment; Teacher Role; Learning Motivation; High School Students; Gender Differences; Social Studies; Science Instruction; Classroom Techniques; Teacher Effectiveness; Teacher Characteristics; Student Surveys; Grounded Theory; Teaching Styles + Suchen Sie Ihr Suchwort? Schülerverhalten; Beobachtung; Humoristische Darstellung; Charakterisierung; Profilanalyse; Soziales Umfeld; Schulische Motivation; Klassenklima; Unterrichtsklima; Lehrerrolle; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerbefragung; Lehrstil; Unterrichtsstil
Abstract	Background/Context: Despite the importance of students' active engagement for learning, little is known about how teachers create environments that are supportive of students' positive motivational and learning-related beliefs, particularly at the high school level. Furthermore, most of the studies that have described teacher practices in relation to students' perceptions of their classroom context have focused on elementary and middle school populations; much less is known about creating supportive contexts for high school students. We conceptualized supportive instructional contexts as multidimensional, developing a profile of student perceptions that would define a classroom that would promote and sustain students' motivation and learning, based on the literature on classroom motivation. This profile included perceptions of the motivational climate, the social climate, and the academic climate of the classroom. Purpose and Research Questions: The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students' motivation and learning, and to describe their practice. The analysis was guided by these questions: How do effective high school teachers create classroom contexts that students perceive as supportive of their motivation and engagement? What underlying commonalities describe these teachers' instructional practices? A secondary question focused on whether there were any discernible differences between the contexts of high school science and social studies classes, or associated with teachers' gender. Participants: Students (N = 2,864) in Grades 9-12 from three high schools and 4 of their teachers (2 science and 2 social studies), identified based on students' survey reports. Research Design: Teachers were identified for observation based on students' reported perceptions of the instructional contexts of their classes. Observation field notes were analyzed thematically to develop a grounded model of teachers' instructional practices. Conclusions/Recommendations: Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three. All the observed characteristics of practice were consistent across subject area domains, and differences in relation to teachers' gender were evident only in terms of teachers' use of humor in the classroom. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10