Providing Choice in Middle Grade Classrooms
An Exploratory Study of Enactment Variability and Student Reflection
Bibliographic Data
| ID | 11670661 |
|---|---|
| Authors | Jasmine D Williams (University of Pittsburgh, PA, USA, corresponding author), Tanner Lebaron Wallace (0000-0001-9668-4061, University of Pittsburgh, PA, USA), Hannah C Sung (0000-0003-4531-2094, University of Pittsburgh, PA, USA) |
| Year | 2015 |
| Volume | 36 |
| Issue | 4 |
| Pages | 527-550 |
| Publication date | 2015-02-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431615570057 |
| OpenAlex | W2334451315 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
Employing descriptive and interpretive analyses of classroom videos and focus group data, this study details how the provision of choice was enacted in instruction, and the subsequent messages students perceived. Participants included six teachers (fourth to eighth grade) and 114 students (age [Formula: see text] = 11.28 years, 60% African American). Survey data indicated students perceived high levels of choice in the focal classrooms (Time 1 [Formula: see text] = 3.32, SD = 0.91; Time 2 [Formula: see text] = 3.25, SD = 0.94). Results suggest five differentiating dimensions of providing choice: strategy, pace, format, topic, and mobility as well as differences in the structure of how choice was provided—a single event versus a generative sequence of autonomy-supportive adolescent-teacher interactions. Analysis of student focus group transcripts indicated the enactment of choice communicated messages around trust, respect, and worth that influenced student engagement. Overall, results suggest the provision of choice can be a context for meeting young adolescents’ developmental needs and fostering students’ motivational resources
Autonomy · Context (archaeology · Descriptive statistics · Focus group · Mathematics education · Pace · Early Childhood Education and Development · Motivation and Self-Concept in Sports · Parental Involvement in Education · Psychology · Social Psychology
The Coding Manual for Qualitative Researchers
Engaging students in learning activities
Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.
What teachers say and do to support students' autonomy during a learning activity.
Identifying configurations of perceived teacher autonomy support and structure
Autonomy, competence, and relatedness in the classroom
When Choice Motivates and When It Does Not
The effectiveness and relative importance of choice in the classroom.
Supporting Autonomy in the Classroom
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Development through participation in sociocultural activity
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
The defining features of teacher talk within autonomy-supportive classroom management
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Classroom Management in Diverse Classrooms
Control Versus Autonomy During Early Adolescence
The situativity of knowing, learning, and research
Choice is good, but relevance is excellent
The effects of choice on intrinsic motivation and related outcomes
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |