Debra K Meyer
Biographic Data
| ID | 1584230 |
|---|---|
| NAME | Debra K Meyer |
| GIVEN NAMES | Debra K |
| FAMILY NAME | Meyer |
| SIGNATURE | MEYER D K |
| AFFILIATIONS | Elmhurst College |
| ORCID | 0000-0002-8841-697X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
This Issue
Discovering Emotion in Classroom Motivation Research
This article discusses the serendipitous findings that illustrated the importance of students' and teachers' emotions during instructional interactions. Through revisiting former assumptions and findings, this article concludes that emotion is an essential part of studying motivation in classroom interactions. Emotions are intertwined in teachers' instructional responses and students' beliefs and actions, constituting an integral part of the inte…
The classroom environment and students' reports of avoidance strategies in mathematics
The relation between the learning environment (e.g., students’ perceptions of the classroom goal structure and teachers’ instructional discourse) and students’ reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students’ reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on maste…
Preservice Teachers' Perceptions of Portfolios
Portfolios are common instructional and evaluation tools, but educators share neither a common definition of portfolios nor a method for using them. We find it challenging to help preservice teachers understand the complexity and confusion surrounding the multiple definitions and uses of portfolios. In this study, we examined students' pedagogical beliefs and their definitions of and experiences with portfolios. We wanted to understand better how…
No prominent works on this page.
Preservice Teachers' Perceptions of Portfolios
Portfolios are common instructional and evaluation tools, but educators share neither a common definition of portfolios nor a method for using them. We find it challenging to help preservice teachers understand the complexity and confusion surrounding the multiple definitions and uses of portfolios. In this study, we examined students' pedagogical beliefs and their definitions of and experiences with portfolios. We wanted to understand better how…
Discovering Emotion in Classroom Motivation Research
This article discusses the serendipitous findings that illustrated the importance of students' and teachers' emotions during instructional interactions. Through revisiting former assumptions and findings, this article concludes that emotion is an essential part of studying motivation in classroom interactions. Emotions are intertwined in teachers' instructional responses and students' beliefs and actions, constituting an integral part of the inte…
The classroom environment and students' reports of avoidance strategies in mathematics
The relation between the learning environment (e.g., students’ perceptions of the classroom goal structure and teachers’ instructional discourse) and students’ reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students’ reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on maste…
This Issue
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Early Childhood Education and Development (2 works) · Process (computing) (2 works) · Social Psychology (2 works) · Alternative teacher certification (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Computer Science (1 work)