Relevant bibliographies by topics / Teaching strategies supporting motivation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching strategies supporting motivation'

Author: Grafiati
Published: 11 December 2022
Last updated: 27 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching strategies supporting motivation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teaching strategies supporting motivation"

1

Weeldenburg, Gwen, Lars Borghouts, Tim van de Laak, Teun Remmers, Menno Slingerland, and Steven Vos. "TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies." PLOS ONE 17, no. 9 (September 22, 2022): e0274964. http://dx.doi.org/10.1371/journal.pone.0274964.

Full text
Abstract:
The aim of the present study was to explore the impact of TARGET-based teaching strategies on students’ motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students’ motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students’ autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students’ autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies.
APA, Harvard, Vancouver, ISO, and other styles
2

Astuti, Sri Puji. "EXPLORING MOTIVATIONAL STRATEGIES OF SUCCESSFUL TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 1. http://dx.doi.org/10.15639/teflinjournal.v27i1/1-22.

Full text
Abstract:
This multiple case study investigated how teachers implemented motivational teaching strategies and the impact of these strategies on students’ motivation in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected from teachers by conducting semi-structured interviews, classroom observations, and stimulated recall, and from the students through focus group interviews. The findings of the research indicated that each teacher had unique strategies to motivate their students, and these strategies had a profound impact on students’ motivation. The students reported that the strategies influencing their motivation could be categorized into five main groups: teachers’ classroom behaviors, supportive classroom atmosphere, selection of learning resources and activities, the usefulness of English, and the way feedback was given. These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the effect of motivational teaching strategies on students' learning and behaviors.
APA, Harvard, Vancouver, ISO, and other styles
3

Bhuyan, Muhibul Haque, and Sher Shermin Azmiri Khan. "Motivating Students in Electrical Circuit Course." International Journal of Learning and Teaching 10, no. 2 (May 9, 2018): 137–47. http://dx.doi.org/10.18844/ijlt.v10i2.3408.

Full text
Abstract:
AbstractElectrical Circuit course is the elementary core course for the students of undergraduate program of electrical and electronic engineering. The course is taught in the very first semester of the freshmen. In undergraduate level, most of the engineering disciplines also require this course that is taught in the first to third semester or so. Since this course has many real life applications in many engineering tasks, it is therefore, required to teach efficiently so that students can apply the knowledge earned from this course in solving their practical problems. But it has been observed that many students drop out the program due to lack of motivation after studying this course. Motivation is the key to engaging students in meaningful and productive work. Identifying individual students' interests, providing choice (to promote a personal connection) and supporting competence (through the teaching of immediately useful strategies) result in motivation that deepens learning. Of course, motivating the students is one of the greatest challenges that teachers face all over the world while teaching in engineering courses. In this paper, the teaching method of ‘Electrical Circuit’ course for undergraduate electrical and electronic engineering students through motivation has been described.
APA, Harvard, Vancouver, ISO, and other styles
4

Aslan, Aslan, Silvia Silvia, Budi Sulistiyo Nugroho, M. Ramli, and Rusiadi Rusiadi. "TEACHER’S LEADERSHIP TEACHING STRATEGY SUPPORTING STUDENT LEARNING DURING THE COVID-19 DISRUPTION." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 3 (November 21, 2020): 321–33. http://dx.doi.org/10.31538/ndh.v5i3.984.

Full text
Abstract:
This project aimed to review teacher’s leadership learning strategies in improving student learning outcomes since the government sent students home to slow the spread of the COVID-19 pandemic. The student’s learning success during a pandemic is closely related to understanding and implementing teacher leadership strategies in helping students learn from home. To support teachers in student learning success, we have reviewed literature, especially student learning during school closings. After data collection, we continued in-depth analysis and interpretation with a descriptive qualitative approach. Analysis and interpretation include the competencies to be achieved, learning motivation, teaching materials, mentoring methods, and success evaluation rubrics. After we connected all the elements above with teaching, pedagogy, and understanding of the realities of student learning during the pandemic, we finally succeeded in compiling a strategic formulation of the teacher leadership strategies as follows: 1) spatial learning practice, 2) retrospective approach, 3) practical elaborative learning, 4) collaborative learning, 5) interleaving approach, 6) concrete commitment, 7) multiple coding skills, 8) helpful resources, 9) digital competence, and 10) celebrating every success. These findings are they are valid and reliable. Therefore, the implication of this findings can be a strategy for teachers to back up students learning from home today where teaching still remains in remote settings.
APA, Harvard, Vancouver, ISO, and other styles
5

Robiansyah, Maulid, and Pryla Rochmahwati. "SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 1 (September 1, 2020): 9. http://dx.doi.org/10.21154/eltall.v1i1.2097.

Full text
Abstract:
This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.
APA, Harvard, Vancouver, ISO, and other styles
6

Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.

Full text
Abstract:
Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.
APA, Harvard, Vancouver, ISO, and other styles
7

Moreno-Murcia, Juan Antonio, Julio Barrachina-Peris, Manuel Ballester Campillo, Estefanía Estévez, and Elisa Huéscar. "Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education." International Journal of Environmental Research and Public Health 18, no. 14 (July 20, 2021): 7717. http://dx.doi.org/10.3390/ijerph18147717.

Full text
Abstract:
The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.
APA, Harvard, Vancouver, ISO, and other styles
8

Abdel Latif, Muhammad M. M. "Coping with COVID-19-related online English teaching challenges: teacher educators’ suggestions." ELT Journal 76, no. 1 (November 27, 2021): 20–33. http://dx.doi.org/10.1093/elt/ccab074.

Full text
Abstract:
Abstract Although a number of studies have surveyed the challenges of remote English instruction imposed by COVID-19, a main research gap yet to be addressed is examining the relevant pedagogic experiences and suggestions given in language teacher educators’ blogs. Through analysing fifty-one blogs posted by teacher educators on four well-known language education websites, this study attempted to identify their perceived COVID-19-related online English language instruction challenges and suggested coping strategies. Analysing the blogs revealed nine main perceived online English teaching challenges associated with the teacher, learner, and online instruction implementation. To overcome these challenges, the teacher educators suggested seventeen main coping strategies pertinent to planning for online teaching, managing online classrooms, supporting students’ mental health, enhancing students’ ability to use/access technology, fostering active language learning engagement and motivation, and promoting teacher professional practices and wellbeing.
APA, Harvard, Vancouver, ISO, and other styles
9

Maria K, Evy, and Prambudi Nur Adhitama. "IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG." Education of English as Foreign Language 3, no. 2 (December 24, 2020): 96–101. http://dx.doi.org/10.21776/ub.educafl.2020.003.02.05.

Full text
Abstract:
This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.
APA, Harvard, Vancouver, ISO, and other styles
10

Indana, Nurul, and Umi Kalsum A. "KREATIVITAS GURU TAFSIR AMALY DALAM PENINGKATAN MOTIVASI BELAJAR SISWA DI SMA PRIMAGANDA JOMBANG." Ilmuna: Jurnal Studi Pendidikan Agama Islam 4, no. 1 (April 3, 2022): 59–70. http://dx.doi.org/10.54437/ilmuna.v4i1.406.

Full text
Abstract:
Teacher creativity is the ability of teachers to express and realize the potential of their thinking power, so as to produce something new and can combine something that already exists into something better or interesting. Teachers are expected to have creativity in teaching which can increase students' learning motivation. This research is a field research ( field research ) which is qualitative, the form of research is descriptive qualitative using data collection techniques, namely observation, interviews, and documentation. Data analysis used descriptive qualitative analysis. The results of this study show: Student learning motivation at Primaganda High School: Student learning motivation at Primaganda High School increases much better when the teacher always provides innovation and encouragement to students.amalyinterpretation teacher in increasing student motivation at Primaganda High School is: by using methods, strategies and managing the class well, the teacher also uses humor and always gives praise and assessments to students so that student increases. While the supporting and inhibiting factors, namely the supporting factors include: students from Qur'anthe,and teachers at Primaganda High School have understood the material of Amal's interpretation. Factor Inhibitors include: factors that come from the students themselves such as lack of concern for students on the subject, external factors such as a less conducive learning atmosphere in the classroom, less references.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teaching strategies supporting motivation"

1

Alnatheer, Amal A. "The role of motivation and motivational strategies in Saudi students' communicative competence in English." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63816/1/Amal_Alnatheer_Thesis.pdf.

Full text
Abstract:
This study explored how motivation and motivational strategies influence the communicative competence of students from Saudi Arabia. Participants included Saudi students enrolled in English courses in Australian educational institutions, and Saudi students living in Saudi Arabia studying in English language institutes in Saudi Arabia. Phase One involved interviews with16 participants. In Phase Two, 279 participants completed a questionnaire. Findings included differences between participants’ measured and self-reported communicative competence, with the Australian group having higher levels of measured and self-reported communicative competence. In addition, motivation teaching strategies were found to affect students’ motivation, but not their communicative competence.
APA, Harvard, Vancouver, ISO, and other styles
2

Savage-Speegle, Amanda. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638670.

Full text
Abstract:

Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students’ motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students’ intrinsic motivation to participate in physical education class and physical education teachers’ use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th–8 th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

APA, Harvard, Vancouver, ISO, and other styles
3

Savage-Speegle, Amanda Lynn. "Autonomy Supportive Teaching Strategies and Student Motivation in Middle School Physical Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4327.

Full text
Abstract:
Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.
APA, Harvard, Vancouver, ISO, and other styles
4

Casey, Ty Thomas. "Strategies of Motivation Teachers Can Learn from Coaches." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618840243801335.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Patchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hoopes, Rebekah Susan. "Teaching Practice and Motivation Among Albanian and Japanese Missionaries." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5500.

Full text
Abstract:
This study explored the relationship between the use of motivational strategies by Albanian and Japanese teachers and the observed and reported motivation of missionaries at the Missionary Training Center (MTC) for The Church of Jesus Christ of Latter-day Saints in Provo, Utah. The aim of this study was to collect baseline data about the motivational strategies already employed by teachers in the Albanian and Japanese areas of the MTC and to explore the relationship that the teachers' use of these strategies has with the motivation of the respective missionaries. The data for this study was collected from seven teachers and 28 learners during a series of observations using a modified version of the Motivation Orientation of Language Teaching (MOLT), a classroom observation instrument developed by Guilloteaux and Dörnyei (2008). The MOLT is used to record the observable motivated behavior of learners as well as the motivational practices of the teachers according to Dörnyei's (2001) foreign language classroom motivational strategy framework. Each participating class was observed using the MOLT three times during the missionaries' nine-week stay in the MTC. The data from the observations was supplemented with teacher and learner surveys administered during the first and final weeks of the study period. Not only was this study useful for collecting valuable information about teaching practice at the MTC, but it also adds a new dimension to the empirical research that has been done in motivation in second language acquisition by expanding the research to English speakers being taught in foreign languages, whereas most research had been focused in ESL and EFL contexts. It is the first study to combine surveys with an observation component in target languages other than English. The results of this study support previous findings that teacher use of motivational strategies does indeed correlate significantly with learner motivation.
APA, Harvard, Vancouver, ISO, and other styles
7

Carlén, Johanna. "Research on motivation and motivational strategies in EFL teaching : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100826.

Full text
Abstract:
The aim of this study is to conduct a systematic review of the research literature that has been done previously on the subject of motivation and motivational strategies in the EFL classroom. Furthermore, the gathered material will be compared and analyzed. The research questions are based on how motivation and motivational strategies have been defined by previous researchers and what the pedagogical implications are for the Swedish context related to the previous research. The material behind the study is eight articles that all talk about one or more of the four motivational strategies, intrinsic, extrinsic, instrumental and integrative. The majority of the studies argue that the intrinsic motivational strategy is the most valuable, however they all agree that it takes more than one motivational strategy and other factors to build student motivation. These articles have been analyzed with a content analysis and thereafter the articles have been categorized.  The result of this study shows that the majority of the analyzed material mentions or recommends the intrinsic motivational strategy, how the motivation from within where a person does something because they simply want to do it is the most powerful sort of motivation. However, some of the previous researchers indicate that there are more factors involved in a student’s motivation then just one strategy, for example the relationship between a teacher and a student or a combination of different motivational strategies. The research and researchers are consistent with the fact that you need motivation and motivational strategies in the EFL classroom to increase learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Mian. "Motivational strategies in Chinese mother tongue teaching for simultaneous bilinguals." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32649.

Full text
Abstract:
Given the perception that it lacks differentiated study for distinct linguistic varieties under the general discussion of mother tongue tuition, this study is devoted to the Chinese mother tongue education in Sweden. It aims to better understand the motivational issues in the Chinese mother tongue learning for Swedish-Chinese simultaneous bilinguals from the teachers’ perspective. Interview was chosen as the primary fieldwork method to solicit teachers’ understanding and experience on the subject. It is found out that the teachers experience motivation of target students as a multifaceted issue and their strategies stretch over a wide spectrum. The collected empirics are analyzed with the help of linguistic theories of the Chinese language and bilingualism, as well as motivational theories in language learning. It is concluded that the family plays a vital role in the development of bilingualism and that the multiplicity and the morphographic nature of the Chinese language impose extra challenge on Chinese mother tongue teachers and Swedish-Chinese simultaneous bilinguals, at the same time the current general curriculum for mother tongue teaching fails to provide sufficient and relevant guidance to Chinese mother tongue teaching.
APA, Harvard, Vancouver, ISO, and other styles
9

Vasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.

Full text
Abstract:
Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.
APA, Harvard, Vancouver, ISO, and other styles
10

L, Olson Joshua. "A literary review of engaged learning and strategies that can be used in planning and implementing instruction that engages students in the learning process." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008olsonj.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teaching strategies supporting motivation"

1

Caroline, Lodge, ed. Supporting effective learning. London: P. Chapman Pub., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Increasing student motivation: Strategies for middle and high school teachers. Thousand Oaks, Calif: Corwin Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Whitin, David Jackman. Living and learning mathematics: Stories and strategies for supporting mathematical literacy. Portsmouth, NH: Heinemann, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1951-, Lenski Susan Davis, ed. Improving reading: Interventions, strategies, and resources. 5th ed. Dubuque, IA: Kendall/Hunt, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Scherer, Marge. Supporting the whole child: Reflections on best practices in learning, teaching, and leadership. Alexandria, Va: ASCD, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nicole, Dimich Vagle, ed. Motivating students: 25 strategies to light the fire of engagement. Bloomington, IN: Solution Tree Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

High impact teaching: Strategies for educating minority youth. Lanham, MD: University Press of America, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

D, Hicks Cathy, ed. What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goals and strategies for teaching physical education. Champaign, Ill: Human Kinetics Publishers, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Helena, Seli, ed. Motivation and learning strategies for college success. 3rd ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Teaching strategies supporting motivation"

1

Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century, 175–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.

Full text
Abstract:
AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentally and culturally across one’s lifespan. Strategies to foster effective learning and teaching should pursue developing a process that is more active, authentic, collaborative, creative, interactive, personalized, relational, and self-regulative. Effective instruction is centered on the learner and knowledge, promotes conceptual understanding and metacognition, and utilizes assessment and technology in alignment with the instructional objectives. Productive instructional strategies used in a caring and supportive environment embedded in service and support systems foster learners’ cognitive, social, and emotional development.
APA, Harvard, Vancouver, ISO, and other styles
2

Lamb, Martin. "Motivational Teaching Strategies." In The Palgrave Handbook of Motivation for Language Learning, 287–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nicolazzo, Marian, and Noella M. Mackenzie. "Teaching writing strategies." In Understanding and Supporting Young Writers from Birth to 8, 189–211. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315561301-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Miller, Wendy. "Supporting clinical instructors." In Strategies for Clinical Teaching in the Health Professions, 83–90. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003132509-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Narciss, Susanne, Sergey Sosnovsky, and Eric Andres. "Adapting Tutoring Feedback Strategies to Motivation." In Open Learning and Teaching in Educational Communities, 288–301. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ma’arif, Muhammad Anas, Muhammad Mujtaba Mitra Zuana, and Akhmad Sirojuddin. "Improving Islamic Self-Motivation for Professional Development (Study in Islamic Boarding Schools)." In Supporting Modern Teaching in Islamic Schools, 123–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193432-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jun, Woochun, Le Gruenwald, Jungmoon Park, and Suk-ki Hong. "A Web-Based Motivation-Supporting Model for Effective Teaching-Learning." In Advances in Web-Based Learning, 44–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45689-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

De Grandi, Claudia, Simon G. J. Mochrie, and Rona Ramos. "Pedagogical Strategies to Increase Students’ Engagement and Motivation." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning, 215–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Latukha, Marina. "Rewarding Strategies of Emerging Market Firms: Creating and Supporting Talent Motivation." In Talent Management in Emerging Market Firms, 209–37. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50606-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Carreira, Maria M. "A general framework and supporting strategies for teaching mixed classes." In Studies in Bilingualism, 159–76. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/sibil.49.09car.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teaching strategies supporting motivation"

1

Sablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.

Full text
Abstract:
The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.
APA, Harvard, Vancouver, ISO, and other styles
2

Moore, Evelyn, Juan Murillo-Morera, and Janio Jadán-Guerrero. "Didactic Strategy with Mobile Devices: An Approach for the correct use of English Verb Tenses." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002177.

Full text
Abstract:
In the teaching-learning process, didactic strategies have become a valuable methodological tool, which allows learning a difficult subject in a structured way. In English, the correct conjugation of verb tenses: simple and progressive in the elementary level, requires a structured and innovative methodology to motivate their learning. The main problem of this research consists of the increasing difficulty of the fifth-grade students from an institution located in the district 04 of Costa Rica, in correctly assimilating the conjugation of the simple and progressive verb tenses of the English language. For its solution, the design, implementation and validation of a didactic strategy was proposed as a way to support the teaching-learning process of the correct conjugation of the simple and progressive verb tenses, through the use of mobile devices. The methodology followed presented a mixed study (qualitative-quantitative) through the application of surveys, expert judgment and a case of execution, as sources to collect and validate the proposed didactic strategy, within the context of philosophy and methodology of action research. The results obtained from both, teachers and students, have been representative. The teachers have identified a great interest of the students in learning the subject, making use of the proposed strategy, causing this, motivation and openness. In fact, the students who used the strategy as a supportive tool for their evaluations, obtained better academic performance on average: 5C (74.28%) compared to those who did not use it as a supportive tool: 5A (44.76%) and 5B (64%).
APA, Harvard, Vancouver, ISO, and other styles
3

Loboda, Irina V., Svetlana B. Mironova, and Violetta V. Shlepanova. "IMPLEMENTING MOTIVATION STRATEGIES IN TEACHING FOREIGN LANGUAGE IN HIGHER TECHNICAL SCHOOL." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Xiao, Jie, Zhong Cao, and Wei-min Qi. "A Survey of Motivation Strategies in College English Classroom and the Selection of Effective Teaching Strategies." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cui, Yanjie. "Research on the College English Teaching Strategies Based on ARCS Motivation Design Pattern." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Haywood, Jeff. "Walking a tightrope: IT strategies for supporting university research, teaching & administration." In 2008 30th International Conference on Information Technology Interfaces (ITI). IEEE, 2008. http://dx.doi.org/10.1109/iti.2008.4588379.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gonzalez-Gonzalez, Carina Soledad, Ivan Castilla Rodriguez, Pedro Toledo Delgado, Jose Luis Sanchez De La Rosa, Candido Caballero Gil, and Vanesa Munoz Cruz. "Study on student motivation and teaching-learning strategies in the Degree of Computer Engineering." In 2021 XI International Conference on Virtual Campus (JICV). IEEE, 2021. http://dx.doi.org/10.1109/jicv53222.2021.9600278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Scanlon, Erin M., and Jacquelyn J. Chini. "Physics instructors’ views about supporting learner variation: Modifying the Inclusive Teaching Strategies Inventory." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.scanlon.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lim, Bein. "Student Perceptions of Teaching Strategies as Predictors of Student Motivation and Achievement Across Three Subjects." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692835.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nurjani, Amal Hayati. "An Analysis of Students’ Motivation Based on Teachers’ Strategies in Teaching Speaking at SMAN 1 Enam Lingkung." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.053.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teaching strategies supporting motivation"

1

Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

Full text
Abstract:
Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
APA, Harvard, Vancouver, ISO, and other styles
2

Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

Full text
Abstract:
Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
APA, Harvard, Vancouver, ISO, and other styles
3

Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

Full text
Abstract:
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
APA, Harvard, Vancouver, ISO, and other styles
4

Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.

Full text
Abstract:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
APA, Harvard, Vancouver, ISO, and other styles
5

Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

Full text
Abstract:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Teaching strategies supporting motivation' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography