Neil Hufton
Dados Biográficos
| ID | 6154604 |
|---|---|
| NOME | Neil Hufton |
| PRENOMES | Neil |
| SOBRENOME | Hufton |
| ASSINATURA | HUFTON N |
| AFILIAÇÕES | University of Sunderland |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2003 |
| ÍNDICE H | 3 |
Teachers' beliefs about student motivation
The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on the positive effects of: parental interest and involvement and parental dissatisfaction; partnership with parents; teacher-student relations; symbolic and material rewards; grades and marks; success in le…
Achievement motivation across cultures
Cross-cultural study of motivation to learn in school suggests that many constructs may not generalize across cultures. Culturally sensitive, multimethod approaches that can research meaning making may increase understanding of motivation in context
Educational Motivation and Engagement
This article extends and develops earlier survey studies by reporting findings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational motivation and engagement, in particular, attitudes about schooling, self‐evaluations of academic performance, patterns and rate of work at home and at school, reasons why education may be valuable and as…
Truth and Inquiry
A distinction is drawn between factual propositions and theoretical propositions. It is accepted that truth can be attributed to factual propositions, but argued that the unproblematic attribution of truth may be restricted to these. For theoretical propositions generally—including those held to be grounded in empirical educational research—it is not clear either how truth is to be attributed, or that any benefit flows from making the attempt. No…
Factors Influencing Educational Motivation
Worldwide concern about educational achievement, fuelled by comparative studies, has resulted in much debate about appropriate pedagogic practices. This article argues, however, that in considering how to raise educational attainment, key attitudinal and other sociocultural factors have been insufficiently considered. To support this position, it reports the findings from a large‐scale international investigation of the attitudes, perceptions and…
Teachers' beliefs about student motivation
The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on the positive effects of: parental interest and involvement and parental dissatisfaction; partnership with parents; teacher-student relations; symbolic and material rewards; grades and marks; success in le…
Educational Motivation and Engagement
This article extends and develops earlier survey studies by reporting findings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational motivation and engagement, in particular, attitudes about schooling, self‐evaluations of academic performance, patterns and rate of work at home and at school, reasons why education may be valuable and as…
Factors Influencing Educational Motivation
Worldwide concern about educational achievement, fuelled by comparative studies, has resulted in much debate about appropriate pedagogic practices. This article argues, however, that in considering how to raise educational attainment, key attitudinal and other sociocultural factors have been insufficiently considered. To support this position, it reports the findings from a large‐scale international investigation of the attitudes, perceptions and…
Factors Influencing Educational Motivation
Worldwide concern about educational achievement, fuelled by comparative studies, has resulted in much debate about appropriate pedagogic practices. This article argues, however, that in considering how to raise educational attainment, key attitudinal and other sociocultural factors have been insufficiently considered. To support this position, it reports the findings from a large‐scale international investigation of the attitudes, perceptions and…
Truth and Inquiry
A distinction is drawn between factual propositions and theoretical propositions. It is accepted that truth can be attributed to factual propositions, but argued that the unproblematic attribution of truth may be restricted to these. For theoretical propositions generally—including those held to be grounded in empirical educational research—it is not clear either how truth is to be attributed, or that any benefit flows from making the attempt. No…
Achievement motivation across cultures
Cross-cultural study of motivation to learn in school suggests that many constructs may not generalize across cultures. Culturally sensitive, multimethod approaches that can research meaning making may increase understanding of motivation in context
Educational Motivation and Engagement
This article extends and develops earlier survey studies by reporting findings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational motivation and engagement, in particular, attitudes about schooling, self‐evaluations of academic performance, patterns and rate of work at home and at school, reasons why education may be valuable and as…
Teachers' beliefs about student motivation
The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on the positive effects of: parental interest and involvement and parental dissatisfaction; partnership with parents; teacher-student relations; symbolic and material rewards; grades and marks; success in le…
Psychology (5 obras) · Social Psychology (5 obras) · Sociology (4 obras) · Parental Involvement in Education (3 obras) · Pedagogy (3 obras) · Academic achievement (2 obras) · Attribution (2 obras) · Developmental psychology (2 obras) · Education, Achievement, and Giftedness (2 obras) · Meaning (existential (2 obras)