Literaturnachweis - Detailanzeige
| Autor/inn/en | Dolezal, Sara E.; Welsh, Lindsey Mohan; Pressley, Michael; Vincent, Melissa M. |
|---|---|
| Titel | How Nine Third-Grade Teachers Motivate Student Academic Engagement. |
| Quelle | In: Elementary School Journal, 103 (2003) 3, S.239-67Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| Schlagwörter | Assignments; Catholic Schools; Classroom Techniques; Comparative Analysis; Educational Practices; Elementary Education; Elementary School Students; Elementary School Teachers; Ethnography; Grade 3; Interviews; Student Motivation Assignment; Auftrag; Zuweisung; Katholische Schule; Klassenführung; Bildungspraxis; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnografie; School year 03; 3. Schuljahr; Schuljahr 03; Interviewing; Interviewtechnik; Schulische Motivation |
| Abstract | This ethnographic study compared the classroom practices of low, moderately, and highly engaging third-grade teachers in eight Catholic schools. Findings indicated that in low engaging classrooms, teachers used many practices that undermined motivation. Moderately engaging teachers used many potentially motivating practices but assigned tasks that were low in difficulty. Highly engaging teachers used many potentially motivating practices and required students to complete tasks that were appropriate and cognitively challenging. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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