The Role of Schools and Teachers Week 11: April 2 – 8 Announcements Sunday, 4/5, 11:59 PM: (1) Base Group Check-in, (2) Initial responses to discussion questions Wednesday, 4/8, 11:59 PM: (3) Base Group Check-out, (4) TWO secondary responses to any of your classmates’ posts. Base Group Check-in Check-in Question: Who/what has had more influence on your motivation: Your teachers (instructors, professors, etc.) or school(s)? You do not have permission to view this form. Readings Schunk, Meece, & Pintrich (2014), Chpts. 8 & 9 Perry, N. E., Turner, J. C. & Meyer, D. K. (2006). Classrooms as contexts for motivating learning. In P.A. Alexander & P.H. Winne (Eds.), Handbook of educational psychology (2nd ed.) (pp. 327-348). Mahwah, NJ: Lawrence Erlbaum. Nolen, S. B. (2007). Young children’s motivation to read and write: Development in social contexts. Cognition & Instruction, 25, 219-270. Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001). Teachers' communication of goal orientations in four fifth-grade classrooms. The Elementary School Journal, 102, 35-58. Optional Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. Discussion Questions This week’s readings emphasize the importance of contextual influences on student motivation. Based on the readings, what do you think is the more important determinant of student motivation: student characteristics (i.e., the person) or the teacher / school (i.e., the situation)? Be sure to explain your response by making specific reference to the evidence presented in the readings, especially if your answer is “it depends…” Thinking about person X situation questions is difficult conceptually AND methodologically. Focusing on methodology, what do you see as the major methodological strengths and weaknesses of this week’s readings? Perry et al. (2006) advocate for a sociocultural (or situated) perspective for understanding school/classroom influences on motivation. What can we learn from a sociocultural perspective with respect to school and classroom influences that is not readily ascertained from socio-cognitive approaches? Looking at this week’s other readings, do you think Nolen (2007) and Patrick et al. (2001) represent a situated perspective? Why or why not? Base Group Check-out You do not have permission to view this form.