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AERA2010 | Day 1

April 30, 2010
session on teachers’ role(s) in student/classroom motivation
paper #1
  • mastery vs. performance goal structures [mastery goal structure promotes greater autonomy, etc.]
  • check out for info. on goal structures
  • RQ: T emphasis on positive social relationships among students influence on goals?
  • “pro-environment behavior” “social climate”
  • higher correaltions b/t pro environment & student motivation than b/t mastery goals & student motivation
  • TRANSLATION: being kind and respectful to students is more motivating to students than setting “student centered” goals b/c Ts goals are for teachers unless they are shared w/ Ss

paper #2
  • students’ perceptions of Ts (focus on health classrooms, prevention of ‘risky’ behaviors)
  • role of persuasion in motivation
  • RQ: what is influence of T likability of instructor impacts “magnitude of change” and credibility = ethos on Ss risk-taking behavior
  • ‘Reducing the Risk Curriculum” [see]
  • teacher credibility strongly correlated w/ Ss knowledge gains
  • teacher influence low correlation to Ss perceived value
  • TRANSLATION: interpersonal relationships w/ Ss are important for influencing behavior, but kids health behavior happens outside of class (not researched in this study)
paper #4
  • RQ: how do Ts comm behavior impact Ss (focus on ‘teacher immediacy’)
  • highly immediate teacher = open, willing communicator (verbal and nonverb)
  • “teacher misbehaviors” = lack of flexibility or unwillingness to try new methods
  • verbal praise = most important (even more than a pizza party!)
  • high amt of care for students “come in after class” = tangible comm act
  • Ts should maintain a “teacher role” and stay “present” while in class [see for info. on ‘teacher presence’ & motivation]
  • TRANSLATION: students are highly attuned to Ts verbal & nonverbal communication, incorp communication training into teacher training/PD

paper #5

  • RQ: what is role of teacher self-disclosure & student motivation?
  • role of pedagogical care aka “teacher care” [see Noddings work]
  • teacher disclosure > positive relationships w/ Ss = perceived as more caring by Ss
  • components of Ts disclosure: amount shared; valence (+/-); how applicable self-disc is to the material taught
  • TAKE AWAY: relevance of disclosure to content has highest correlations to student perceptions of teacher care

DISCUSSANT [Tim Urdan, Santa Clara U]:

  • methodological concerns re: self-report instruments esp. related to how Ss separate “nice” teachers from “caring” teachers [over simplifications of data/Qs]
  • problematizing “good teacher” & attributes of GT
  • “nice Ts can lead u to the water, but can’t make u drink it” so what r the measurable learning outcomes of Ss “liking” teachers; can u teach likability n teacher training? should we?
  • problematize good vs. bad teacher disclosure
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