Middle Grades Teachers' Use of Motivational Practices to Support Their Visions and Identities as Middle Grades Educators
This qualitative case study explored 4 middle grades teachers' naïve theories of motivation, and the links between these theories and their thoughts and actions related to motivation. Their naïve theories of motivation stemmed from their overall visions for teaching, and their strong identities...
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| Veröffentlicht in: | Middle grades research journal 2015-12, Vol.10 (3), p.61 |
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| creator | Wall, Amanda Miller, Samuel D |
| description | This qualitative case study explored 4 middle grades teachers' naïve theories of motivation, and the links between these theories and their thoughts and actions related to motivation. Their naïve theories of motivation stemmed from their overall visions for teaching, and their strong identities as middle grades educators. These naïve theories also informed motivational practices enacted in their classrooms. Data included interviews and observations over an extended time period. Each teacher demonstrated a unique teaching style and drew on different practices and techniques to support student motivation. Each teacher revealed a naïve theory of motivation focused on supporting students' success. Teachers also scaffolded success for students by supporting student belonging through such means as understanding individual students, relating academic tasks to their interests, and structuring class to support self-worth and self-efficacy. Teachers also noted their own sense of belonging in middle grades, a level which resonated with their identities as middle school teachers. They connected their naïve theories of motivation to their overall visions for teaching at this level. |
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Their naïve theories of motivation stemmed from their overall visions for teaching, and their strong identities as middle grades educators. These naïve theories also informed motivational practices enacted in their classrooms. Data included interviews and observations over an extended time period. Each teacher demonstrated a unique teaching style and drew on different practices and techniques to support student motivation. Each teacher revealed a naïve theory of motivation focused on supporting students' success. Teachers also scaffolded success for students by supporting student belonging through such means as understanding individual students, relating academic tasks to their interests, and structuring class to support self-worth and self-efficacy. Teachers also noted their own sense of belonging in middle grades, a level which resonated with their identities as middle school teachers. 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Miller, Samuel D</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e1170-662f3e5e452ba0ff9bcdc31758942248e8590856c06425e0b04b5b87b9015c083</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adolescents</topic><topic>Beliefs</topic><topic>Case Studies</topic><topic>Correlation</topic><topic>Educational Practices</topic><topic>Educational Theories</topic><topic>Interviews</topic><topic>Learning</topic><topic>Literature Reviews</topic><topic>Middle and junior high school teachers</topic><topic>Middle School Teachers</topic><topic>Middle schools</topic><topic>Motivation (Psychology)</topic><topic>Motivation Techniques</topic><topic>Novices</topic><topic>Observation</topic><topic>Practice</topic><topic>Professional Identity</topic><topic>Psychological aspects</topic><topic>Qualitative Research</topic><topic>Self identity</topic><topic>Sense of Community</topic><topic>Students</topic><topic>Teacher Response</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Teaching Styles</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wall, Amanda</creatorcontrib><creatorcontrib>Miller, Samuel D</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Education Database</collection><collection>Science Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Middle grades research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wall, Amanda</au><au>Miller, Samuel D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1144325</ericid><atitle>Middle Grades Teachers' Use of Motivational Practices to Support Their Visions and Identities as Middle Grades Educators</atitle><jtitle>Middle grades research journal</jtitle><date>2015-12-22</date><risdate>2015</risdate><volume>10</volume><issue>3</issue><spage>61</spage><pages>61-</pages><issn>1937-0814</issn><eissn>1937-0822</eissn><abstract>This qualitative case study explored 4 middle grades teachers' naïve theories of motivation, and the links between these theories and their thoughts and actions related to motivation. Their naïve theories of motivation stemmed from their overall visions for teaching, and their strong identities as middle grades educators. These naïve theories also informed motivational practices enacted in their classrooms. Data included interviews and observations over an extended time period. Each teacher demonstrated a unique teaching style and drew on different practices and techniques to support student motivation. Each teacher revealed a naïve theory of motivation focused on supporting students' success. Teachers also scaffolded success for students by supporting student belonging through such means as understanding individual students, relating academic tasks to their interests, and structuring class to support self-worth and self-efficacy. Teachers also noted their own sense of belonging in middle grades, a level which resonated with their identities as middle school teachers. They connected their naïve theories of motivation to their overall visions for teaching at this level.</abstract><cop>Charlotte</cop><pub>IAP - Information Age Publishing, Inc</pub><tpages>16</tpages></addata></record> |
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| identifier | ISSN: 1937-0814 |
| ispartof | Middle grades research journal, 2015-12, Vol.10 (3), p.61 |
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| source | EBSCOhost Education Source |
| subjects | Adolescents Beliefs Case Studies Correlation Educational Practices Educational Theories Interviews Learning Literature Reviews Middle and junior high school teachers Middle School Teachers Middle schools Motivation (Psychology) Motivation Techniques Novices Observation Practice Professional Identity Psychological aspects Qualitative Research Self identity Sense of Community Students Teacher Response Teachers Teaching Teaching Methods Teaching Styles Teenagers |
| title | Middle Grades Teachers' Use of Motivational Practices to Support Their Visions and Identities as Middle Grades Educators |
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