International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: McCaslin Mary
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8 items
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The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews the research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.
Published: 2008
Updated: Dec. 22, 2008
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The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. The authors found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts.
Published: 2008
Updated: Dec. 22, 2008
3
Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) and intrinsic (e.g., choice) sources of influence. The observation of Grades 3–5 classrooms engaged in Comprehensive School Reform (CSR), however, unexpectedly indicated that opportunities for both rewards and choice were scarce. This study sought to better understand what might influence student motivation in these settings.The central theme to emerge from the participant observation study was the key role of opportunity in students’ learning motivation and motivation to learn.
Published: 2008
Updated: Dec. 22, 2008
4
This study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning.Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation.
Published: 2008
Updated: Dec. 22, 2008
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The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period. The article describes this research plan to study CSR elementary schools in the state of Arizona and introduces the articles included in this special issue.The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5.
Published: 2008
Updated: Dec. 22, 2008
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A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. This work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups.Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences.
Published: 2008
Updated: Dec. 22, 2008
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Research in the self-determination theoretical (SDT) tradition indicates that teachers’ autonomy-supportive behaviors result in students’ greater perceived academic competence, better academic performance, and increased achievement. This study describes autonomy-supportive teacher behaviors in schools participating in Comprehensive School Reform (CSR The authors rarely identified explicit instances of encouragement or teachers engaging the experiences, expertise, or perspective of students.
Published: 2008
Updated: Dec. 22, 2008
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Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue which suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school.
Published: 2008
Updated: Dec. 22, 2008