Lessons from a co-design team on supporting student motivation in middle school science classrooms
Datos Bibliográficos
| ID | 5089080 |
|---|---|
| Autores | Gwen C Marchand (0000-0003-1337-6296, University of Nevada, Reno, autor de correspondencia), Jennifer A Schmidt (0000-0003-2853-9801, Michigan State University), Lisa Linnenbrink-Garcia (0000-0003-4857-9229, Michigan State University), Christopher J Harris (0000-0002-4231-7802, Science and Engineering Education Research, WestEd, San Francisco, California, USA), Christopher Harris (0009-0005-6850-8884, Wested), David Mckinney (0000-0001-7358-2281, University of Nevada, Reno), Pan‐pan Liu (0000-0001-6057-2084, Michigan State University) |
| Año | 2022 |
| Volumen | 61 |
| Número | 1 |
| Páginas | 113-128 |
| Fecha de publicación | 2022-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Theory Into Practice (JOURNAL) |
| Identificadores de la revista | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2021.1932155 |
| OpenAlex | W3164228186 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 37 |
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students' motivation in science. We identify 3 key decision points: (1) the extent to which professional learning should focus on general principles or specific practices; (2) the appropriate level(s) for translation of the MDPs into practice; and (3) the creation of opportunities for teacher reflection and self-assessment of their practice on student motivation and engagement
Faculty Development · Learning design · Mathematics education · Pedagogy · Professional development · Set (abstract data type · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology
Self-Determination Theory
Handbook of Research on Student Engagement
Adaptive Motivation and Emotion in Education
Professional Development and Teacher Change
The Theory and Practice of Culturally Relevant Education
Motivation and social cognitive theory
A self-determination theory approach to predicting school achievement over time
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
“Yes, I Can, I Feel Good, and I Just Do It!” On Gain Cycles and Spirals of Efficacy Beliefs, Affect, and Engagement
The origins, evolution, and future directions of achievement goal theory
Sense of relatedness as a factor in children's academic engagement and performance.
Classrooms
From expectancy-value theory to situated expectancy-value theory
The Four-Phase Model of Interest Development
An ethological approach to personality development
Development during adolescence
Toward a Theory of Culturally Relevant Pedagogy
Building a practically useful theory of goal setting and task motivation
Academic self-concept and academic achievement
The need to belong
Preparing for Culturally Responsive Teaching
Cultivating student agency through teachers' professional learning
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 0,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |