Julianne C Turner
Biographic Data
| ID | 3983601 |
|---|---|
| NAME | Julianne C Turner |
| GIVEN NAMES | Julianne C |
| FAMILY NAME | Turner |
| SIGNATURE | TURNER J C |
| AFFILIATIONS | University of Notre Dame |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 4 |
Enhancing Students’ Engagement
All teachers ( N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space gr…
Motivating Mathematics Learning
The authors investigated patterns of change in three middle grade teachers’ beliefs and practices about motivation in mathematics during a yearlong professional development project with a university researcher. Four principles of motivation (and corresponding instructional strategies) were introduced in this sequence: supporting students’ competence, belongingness, autonomy, and making learning meaningful. Teachers enacted strategies in their cla…
This Issue
Supporting Autonomy in the Classroom
In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking about autonomy-supportive practices that suggests that such practices can be distinguished at a featural level and that different practices may in fact have different outcomes in terms of student classroom behavior. Specifically, we propose that autonomy…
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…
The Influence of Classroom Contexts on Young Children's Motivation for Literacy
Les contextes scolaires ont des effets, que l'A. etudie, sur la motivation a lire-ecrire de jeunes enfants. L'A. analyse la motivation des enfants selon les categories de tâches: ouvertes (objectifs ou processus centres sur l'enfant, fortes exigences intellectuelles) ou fermees (objectifs au processus orientes differemment, forte exigence relatives a la memoire/reconnaissance)
Situated Motivation in Literacy Instruction [Abstract]
A Developmental Perspective on Standardized Achievement Testing
Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students” attitudes and motivation. Our surveys of students in Grades 2–11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of stude…
A Developmental Perspective on Standardized Achievement Testing
Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students” attitudes and motivation. Our surveys of students in Grades 2–11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of stude…
The Influence of Classroom Contexts on Young Children's Motivation for Literacy
Les contextes scolaires ont des effets, que l'A. etudie, sur la motivation a lire-ecrire de jeunes enfants. L'A. analyse la motivation des enfants selon les categories de tâches: ouvertes (objectifs ou processus centres sur l'enfant, fortes exigences intellectuelles) ou fermees (objectifs au processus orientes differemment, forte exigence relatives a la memoire/reconnaissance)
Motivating Mathematics Learning
The authors investigated patterns of change in three middle grade teachers’ beliefs and practices about motivation in mathematics during a yearlong professional development project with a university researcher. Four principles of motivation (and corresponding instructional strategies) were introduced in this sequence: supporting students’ competence, belongingness, autonomy, and making learning meaningful. Teachers enacted strategies in their cla…
Enhancing Students’ Engagement
All teachers ( N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space gr…
Situated Motivation in Literacy Instruction [Abstract]
A Developmental Perspective on Standardized Achievement Testing
Throughout the 1980s there was a proliferation of achievement testing in America to promote and assure the effectiveness of educational reforms. However, both traditional innovative forms of assessment failed to consider the cumulative impact of repeated testing on students” attitudes and motivation. Our surveys of students in Grades 2–11 revealed that by adolescence many students become suspicious and cynical about tests. A large number of stude…
Situated Motivation in Literacy Instruction [Abstract]
The Influence of Classroom Contexts on Young Children's Motivation for Literacy
Les contextes scolaires ont des effets, que l'A. etudie, sur la motivation a lire-ecrire de jeunes enfants. L'A. analyse la motivation des enfants selon les categories de tâches: ouvertes (objectifs ou processus centres sur l'enfant, fortes exigences intellectuelles) ou fermees (objectifs au processus orientes differemment, forte exigence relatives a la memoire/reconnaissance)
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…
Supporting Autonomy in the Classroom
In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking about autonomy-supportive practices that suggests that such practices can be distinguished at a featural level and that different practices may in fact have different outcomes in terms of student classroom behavior. Specifically, we propose that autonomy…
Motivating Mathematics Learning
The authors investigated patterns of change in three middle grade teachers’ beliefs and practices about motivation in mathematics during a yearlong professional development project with a university researcher. Four principles of motivation (and corresponding instructional strategies) were introduced in this sequence: supporting students’ competence, belongingness, autonomy, and making learning meaningful. Teachers enacted strategies in their cla…
This Issue
Enhancing Students’ Engagement
All teachers ( N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space gr…
Psychology (9 works) · Pedagogy (8 works) · Mathematics education (7 works) · Social Psychology (6 works) · Motivation and Self-Concept in Sports (4 works) · Early Childhood Education and Development (3 works) · Social Psychology (3 works) · Autonomy (2 works) · Competence (human resources (2 works) · Developmental psychology (2 works)