The Value (And Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers

The Causal Relationship Between of Perceived Teacher Affective Support with English Performance Mediated by Academic Enjoy, Academic Self-Efficacy and Self-Regulation Strategies

“…Some teachers emphasize more on competition and students' academic abilities than participating in accomplishing tasks and improvement in their classrooms, which this, in turn, may lead students to demonstrate "failure avoiding" behaviors such as disengaging in English class activities.. The finding was in consistent with those of Roeser, Midgley, and Urdan (1996), Stipek et al (1998), Wentzel (1997, 2002.The analysis of the relationship between self-regulation and students' academic performance in English showed that there was a direct relationship between these components. In explaining this finding can mention that students who use more self-regulation strategies try to learn materials and improve their performance through making sense of information, developing logical associations with prior information, managing the situation, and creating appropriate learning environment during teacher teaching.…”

Bringing Students Back to Mathematics: Classroom Knowledge and Motivation

“…This study provided evidence of teacher practices that affect motivation using the framework of relatedness [3,5]. This study showed that students' feelings of relatedness to their teachers were strong predictors of their engagement in classroom activities [43]. The findings from this study are consistent with intrinsic motivation (i.e., OIT).…”

“…Motivation seems to be a crucial deficit at the heart of so many students' struggles with mathematics learning and affective issues related to learning mathematics. Motivation-related issues with mathematics have been reported throughout extant literature [13,43,45,47]. Indeed, many college students, although focused on goals beyond mathematics, cannot reach said goals due to being "stuck" in introductory mathematics courses [26].…”

Buenas Prácticas Pedagógicas Observadas en el Aula de Segundo Ciclo Básico en Chile

“…Es nuestra creencia que, para entender las fortalezas y debilidades de nuestros profesores, necesitamos ir más allá de las medidas de desempeño o resultado y observar el modo como los profesores implementan sus prácticas, es decir, el proceso de instrucción. Para operacionalizar esta noción de buena docencia, integramos y adaptamos indicadores seleccionados de referencias nacionales e internacionales relacionadas con observación de la sala de clases (Danielson, 1996;Echevarria & Short, 2004;Good et al, 2006;Hennessy, Mercer & Warwick, 2011;Milicic et al, 2008;Saxe, Gearhart & Seltzer, 1999;Stipek et al, 1998), los estándares del MBE (MINEDUC, 2003) e indicadores creados a partir de estrategias que la literatura psicológica y educacional considera como propias de una buena enseñanza (Alexander, 2008;Anderson, Krathwohl & Bloom, 2001;Bransford, Brown & Cocking, 1999;Sternberg & Grigorenko, 2003).…”