PURPOSE OF ACTION RESEARCH: PROBLEM/SITUATION: The problem that I want to solve or the situation that I want to improve is to have my students become more motivated learners in a classroom where there are multiple opportunities for success. I do not want there to be one time only chances to demonstrate their learning and understanding. Too often kids are limited in their abilities to demonstrate their learning and understanding. I want kids to see that there are multiple opportunities for success and for learning. I want for my students to understand how they learn best and to capitalize on that knowledge and understanding. I want my students to learn and understand that learning can look, sound, and feel different as it has in the past for them. Also, I want students to not settle for a D and not allow the D to be passing. Instead, I want my students to be able to redo assignment as many times as possible in order that they will truly show their learning and understanding. I do not want them to move on until they truly show they learned it. I do not want my students to settle in their lives for the minimum but instead foster a greater understanding of what it means to be a successful learner. I want my students to push themselves with their learning and understanding with my assistance in creating a supportive environment that allows for them to learn in ways they never thought possible and achieve in ways they never thought possible. I want my students to have a say in their education and learning so that this will motivate them to be more successful and develop a greater understanding of their learning. I hope that with the changes they experience in my classroom will enable them to be successful life long learners. Education exists for the kids it is not something done to the kids. Additionally, I want my students to be engaged learners with me as their teacher in the learning process. I want the skills of reading, writing, critical thinking, problem solving, collaboration to grow and flourish so that these skills benefit them in all areas of their academic career. I want my students’ assistance in creating a safe, nurturing, 21st century learning environment that allows for my students to be the best version of themselves as well as collaborate with their peers bringing out the best in all. GOAL OF ACTION RESEARCH: PURPOSE: The purpose of my Action Research is … to motivate my students to be engaged successful learners through a classroom environment where they are participants and leaders. MY WORK/ COMMUNITY CONTEXT Arapahoe High School is one of three high schools located in Centennial, Colorado part of Littleton Public Schools. We have always been the dominant high school in our district as well as a leader in the state regarding state and national testing. Our college remediation rate is one of the lowest in the state. About 92-94 % of our graduating seniors go on to college. We are an open enrollment school with two feeder middle schools. A number of our students come from these two feeder schools, but we do have a good percentage of open-enrolled kids as well. Students are open-enrolled based on a letter they write to our principal, previous academic achievement, and possibly an interview. We have a school that is primarily Caucasian, suburban, and upper middle class. Most ninth grade English classes have around 30 kids. For freshmen, we offer Humanities classes, regular ninth grade comprehensive English as well as Honors. We are also offering some single gender classes. There are two 1-1 English classes at AHS. The ninth grade class as a whole usually numbers around 500-550. Our curriculum is undergoing some revision aiming for more alignment towards essential learnings defined at each grade level rather than a large curricular approach. Personal Learning Communities is an additional focus in our school district. The aim is to give teachers more time to examine current practices, create common assessments, and ultimately, ensure that all our students are receiving the same education. We have been participants in a massive staff development effort examining how kids learn best and how technology can support that learning. Our administrative staff is led by our veteran principal Ron Booth who has hired over 98% of the teachers at our school. He has been the principal over 20 years. His administrative staff consists of 5 assistant principals all with various levels of experience. The teachers in the English department in which I teach vary in their experience from 30 years to 3 years. I am considered a veteran teacher in my department and in the school with this being my 11th year. We have a tremendous community support. At our school, both parents usually work and many have received their Masters degrees. The parents are mostly upper middle class with strong ties to the community. Many parents volunteer at the school or support their child in extra curricular activities. Well over half of our students participate in extra-curricular activities. LITERATURE REVIEW: Lit Review Summary: What I have learned about this endeavor from these resources includes… the importance of student and teacher relationships. It is apparent through these readings that students succeed in learning environments that are open, motivating and engaging where students and teachers are working together in successful partnerships. In these learning environments, the classroom is often more student centered with the child directing his/her learning with the guidance of a teacher. The teacher in these learning environments is seen as more of a facilitator towards the students learning rather than the giver of knowledge. This way the student rises to the challenges of directing his/her own learning. Additionally, since the learning becomes more personal, students are more engaged learners and more motivated to learn. One of the most significant changes in education that results from this change to a student centered classroom environment is that standards in these classrooms are typically much higher because of the responsibility placed on the student as well as the control the teacher turns over to the student. Overall, these classrooms are tremendously successful benefitting the student, teacher, classroom, and school as a whole transforming students into better versions of themselves. Lit Review: (version 4) Anne K Smith Lit Review Draft 1 Dr. Margaret Riel November 3, 2008 Michelango is often quoted as saying that inside every block of stone lies a beautiful statue (Zander and Zander, 2000, p26). In our current educational system, many students are viewed not as beautiful statues but rather simply as blocks that are unwilling to change. The industrial model of education has received the brunt of the blame being cast on all sides from teachers, to students, to legislatures and the larger community. Rather than focusing on assigning more blame, many researchers suggest what is needed is a shift in conceptualizing student learning and motivations in order to create learning environments that are beneficial for all parties. (The Alliance for Excellent Education , 2008;Tapola & Niemivirta 2008; Jones, 2008; Khamois, Dukmak & Elhoweris, 2008; Vansteenkiste, Timmermans, Lens, Soenens, & Van den Broeck ,2008). This review of these studies will examine the modifications necessary to transform our traditional classrooms by focusing on reshaping the classroom environment, recasting the role of a teacher and his/her instruction, and increasing student motivation. By creating student centered classrooms where teachers deliver personalized instruction, there is evidence that students are more motivated to learn and be successful thus revealing the possibility that lies within every stone. Reshaping the Classroom Classrooms have not changed much if at all over the last one hundred years. Students still sit at desks, are expected to listen to their teachers, and at the end of the day go home and do the work assigned to them. There are few notable differences in a 1920’s classroom and the classroom of today. This is a grave concern of many of today’s educators. The Alliance for Excellent Education has put forth their recommendations about the adaptations necessary for our outdated education model to move forward in order to create classrooms by and for the students. MDRC, a national research organization, sited that one of the most challenging aspects of underperforming school is that their learning environments lack personalization and are unconcerned with preparing students for their future beyond school (Alliance for Excellent Education, 2008). Stanford University’s Linda Darling Hammond describes that these are exactly why these schools are failing and why we need to create classrooms that are more personalized with teachers working in tandem with students in a supportive nurturing environment (Alliance for Excellent Education, 2008). Additionally, The Alliance for Excellent Education also recommends that schools should be “… personal, motivational, aspirational, challenging exciting places for students to learn and operate in a supportive system” (Alliance for Excellent Education, 2008,p.23). If students see the learning environment as a safe place, where they are given personalized attention, as well as encouragement to try more, students will be more motivated to learn and be successful (Tapola & Niemivirta, 2008). Tapola and Niemivirta support this claim through their research into the field of student motivation in connection with classroom environments. In their study of 208 sixth grader’s student goal profiles, motivations, and student preferences, they found that student achievement and motivation are dependent upon the classroom environment. Thus, their research indicates a need for our classrooms need to look dramatically different to meet each and every student’s needs; possibly leading to a more differentiated model of instruction for a personalized learning environment. Personalized learning does not mean, however, that standards are lowered. In fact, the Alliance asserts that standards of rigor must be maintained. With the emergence of technology in these rigorous learning environments, classrooms that are more student-centered indicate a greater ability to meeting students’ needs in a much more diverse way. Technology can assist in meeting students’ diverse individual learning needs by providing a multitude of methods for students to demonstrate their learning and understanding. Students do not have to be limited anymore to pen and paper, but can demonstrate their understandings through PowerPoint, Voicethread, PhotoStory, etc. Also, through these technological innovations, schools can provide a much more diverse curriculum to their students (Alliance for Excellent Education, 2008). It will not matter anymore if a student is physically in your classroom. Students can attend classes wherever they desire as long as the technology is available via webcams, videos, and collaborative learning tools. Students are able to be members of personalized learning environments at Colorado, Stanford, MIT, etc..., learning about subjects that are relevant and meaningful to them. Additionally, students in these new technologically enabled classrooms will potentially have their needs met more efficiently and effectively because teachers will have the ability to access current data about how students learn best, and have the tools available to meet each student’s diverse needs. Through the assistance of the teachers and students, these classrooms can shift to a more student centered learning environment. Recasting the Role of the Teacher Just as classrooms have not changed much in the past one hundred years, teaching has not adapted much to the technological evolutions of our society either. Although much research has been done in the areas of student learning and effective teaching, teachers have been resistant to that change because of the uncertainty of what changes will be most effective in the future, of teachers changing themselves, and the importance of technology in this change. Why and what can be done about it? As previously stated, by changing the classroom environment to a more student centered learning environment, the role of the teacher must adapt as well, “Teachers have the single greatest in-school impact on student achievement…” (Alliance for Excellent Education, 2008). The Alliance for Excellent Education makes the argument that a shift needs to occur in teacher preparation as well as teacher evaluation. No longer should the conversation be about “highly qualified” but rather about “highly effective” (Alliance for Excellent Education, 2008). Jones’ (2008) work in the area of out of class support strengthens this argument. In his research of 594 graduate students that were assigned to one of six hypothetical situations, students responded better in stressful situations with teachers who were highly supportive offering out of class as well as in class support. Students who saw their teachers creating personal connections with them were more motivated. Jones writes, “… this finding provides further evidence that student state motivation is a modifiable condition that teachers can influence not only with the messages and behaviors they use inside the classroom, but those outside the classroom as well…when a student experiences stress and seeks assistance from a teacher outside the classroom setting, an opportunity emerges for the teacher to provide OCS (out of class support) which ultimately will lead to an increase in the student’s state of motivation” (Jones, 2008 p. 382). Teachers who increase student motivation create students who are motivated to succeed and feel successful. This can occur through teachers taking the time to develop more personalized instruction in a collaborative, student centered classroom. With the emergence of technology in classrooms, this shift is easily obtainable, and through constant learning and reflection by teachers and students, the shift can occur. Teachers, however, cannot be expected to do it alone. Instead, learning communities need to be the focus in schools where teachers are supporting each others learning by examining best practices in order to meet all students’ needs. At the same time, teachers should not lower their expectations, but maintain the demands, rigor, and relevance in each student’s education. Compare this with the position of Tapola and Niemivirta (2008), who support the idea of giving students difficult and challenging work, as well as the previous claim concerning personalized instruction. Tapola and Niemivirta also found that when students received personal encouragement from their instructor and choices in their learning, they were much more motivated to learn. Their study also indicated that students who received individualized instruction respond better to more challenging material. Tapola and Niemivirta are quick to indicate that they are not advocating “…that the learning environment should be arranged to each student’s preferences, but that more attention should be paid to the reasons that underlie students’ different perceptions and preferences” (Tapola & Niemivirta, 2008, p.305). Overall, when teachers create connections and take a personal interest in their students, students are more motivated to be successful. This can occur through shared values and goals by creating a collaborative, student centered learning environment where teachers and students work together. Khamis, Dukmak, and Elhoweris (2008) cite the example in their research that teachers have a direct effect on student motivation to learn in every aspect of the student’s learning “ indeed most students respond positively to a well organised course taught by an enthusiastic instructor” (Khamis, Dukmak, & Elhoweris, July 2008,p.192). From the classroom arrangement, to the lessons planned, the implementation of the lesson, the teacher’s personal teaching style and classroom interaction, all contribute to a student’s success in the learning environment . Additionally, they indicate that teachers need to increase student motivation through frequent feedback, using a variety of teaching strategies and creating relevance for their students. Clearly, the interaction between a teacher and student is an important bond to facilitate so that students are more motivated to learn. Student Motivation Although student motivation has been shown to result from a wide variety of sources such as teachers, peers, or learning environment, one of the most significant factors is a student’s own motivation to succeed. Some studies point to the importance of intrinsic motivation that students are often lacking. Mihaly Csikszentmihalyi, the founding theorist on “Flow,” describes his view in the article “Thoughts About Education” that “It is not that students cannot learn, it is that they do not wish to…if educators invested a fraction of the energy on stimulating the students’ enjoyment of learning that they now spend in trying to transmit information we could achieve much better results” (Csikszentmihalyi, 1991, p. 1). Csikszentmihalyi lays claim that the blame lies more in the lap of the educator than in the student. He also continues that when the educational experience is intrinsically rewarding students are more engaged and thus more motivated to learn. How can this be achieved? Csikszentmihalyi believes through two directions: clear communication to the students about the real reasons we learn to read, write, and add as well as showing students how fun learning can be (Csikszentmihalyi, 1991). Through these two directions, students will be more engaged, motivated learners. Vansteenkiste’s research study extends these thoughts by showing the value of intrinsic motivation in students. His research indicates that students who are intrinsically motivated for self-development are more likely to attempt challenging activities and tasks. The study also found that when classroom goals are framed with and for students in an intrinsic manner, the student’s conceptual learning, performance, and persistence was enhanced. In order to motivate students to learn, the teacher and student must work together to meet the needs of the student (Vansteenkiste, Timmermans, Lens, Soenens, & Van den Broeck, 2008). Khamis and colleagues also support teacher-student collaboration through their research which indicates that students’ conceptions about their learning, along with their relationship with their teacher, were indicators to a student’s motivation towards learning. Also, they further supported the claim that students and teachers must do this together, “it is crucial for (teachers) and school administrators to devote themselves fully to engendering and maintaining student’s motivation to learn” (Khamis, Dukmak, & Elhoweris, July 2008 p.199). With teachers and students working together in a symbiotic relationship, even students who are academically behind can be successful if given the opportunity to be an engaged learner in a personalized way (Alliance for Excellent Education, 2008). With students feeling positive and motivated in the classroom, and with their learning needs met, the education system as a whole benefits. By meeting the students’ needs, the teacher is able to provide a more challenging and rigorous learning experience for the student, allowing for him/her to grow as a learner, which in turn allows for the teacher to grow in their profession as well. In conclusion, the evidence suggests that creating student centered classrooms where teachers deliver personalized instruction may very well lead to students who are more motivated to learn, and in turn be more likely to attain future success. This review of studies examined the changes necessary to transform traditional classrooms by changing the classroom environment, reinventing the role of a teacher and his/her instruction, and increasing student motivation. Although each of these studies focuses on a variety of age groups and locations, all share the common message of transformational learning as a way to help students, teachers, and schools to shift “into more powerful versions of themselves” (Riel, 2008). With the right tools, the right lighting, and an inspired artist, what might begin as a simple block of stone can be transformed into an emerging work of great art. RESEARCH QUESTION: My possible research question is “How do I motivate my students to become more successful learners?” Description of Action: MY ACTIONS (Cycle 1) : The research question is “If I remove the possibility of my students getting a D, will my students… · aim for the higher grade because failure isn’t an option · be more motivated to try harder · need more assistance from me to help when they aren’t understanding · be more engaged in their learning · seek out extra assistance when they aren’t understanding The first actions that I have taken are sending home a parent letter explaining what I am hoping to accomplish in my classroom, meeting with my principal to discuss the parent information letter, reviewing the letter with Margaret, explaining the project to my students the first week of school, explaining the project to parents at back to school night, developing a common rubric for grading with the students, and removal of the D as a possibility of a grade. Additionally, at the end of every grading period, I am going to ask my students to reflect on their learning, their grades as a reflection of their learning, the No D policy as well as other learning factors. ARTIFACTS COLLECTED: I will be collecting the following:
Data Source: Student Feedback: After each six week grading period as well as after our class’ first major assignment, I asked the students to reflect on the No D policy, the class rubric, as well as other learning factors. Each six week grading period contains basically the same questions so that the students will be able to see a continuum in their reflections and growth in their learning. Six week reflection questions: · How is it going? · What is one thing that is going well for you? · What is one thing that is challenging you? · How can I help? · How is the no “D” working for you? · Do you think your grade is an accurate reflection of your learning? · How is the opportunity to redo assignments working for you? · Any suggestions? Twelve week reflection questions:
Semester reflection questions:
Data Revealed: First Six Weeks: From the first six week reflection, the data indicates the students’ approval of the No D policy towards their motivation and success as a learner. Students reflected that the policy pushed them to achieve more because students would either do the work that was sufficient to achieve an A, B, or C or students failed. Eliminating the middle ground of passing with a D was a motivational factor in many of the students’ minds. Some students even reflected that they wished more classes had a no D policy since it helps them demonstrate their learning and understanding if they happen to falter on one assignment. Students could still be successful even if they didn’t “get-it” to first time around. By having the ability to redo assignments, this junctured well with the No D policy so that students could turn in products of understanding that truly measured their learning even if it took them multiple times to achieve. Students commented about the effectiveness of being able to learn from their mistakes by turning in better quality work time and again. With the combination of the No D policy as well as multiple redos, students’ personal beliefs about their learning and achievement are influenced as well. Students commented on their desire to do more and redo assignments because they felt better about their learning. Additionally, students felt much more empowered in determining their grades because the emphasis was placed on them doing their best work for as many times as it was necessary. The students’ grades seemed much more in their control versus the teacher determining. Students commented upon this factor saying that it really helped them feel much more successful about learning and in control of the learning. The ownership over the grade and learning resided with the student. Students reflected that this was a big change in their education. Some students even commented on the change of the role of the teacher assisting them in the learning process but not being in charge of the learning process per say. Finally, one additional area that students commented upon was the creation of their own class rubric. Students felt that through their ideas being part of the rubric, they had a clear idea of what was expected out of each and every assignment. This once again parallels with students feeling more empowered with their learning and grades. Since students knew the expectations and they had determined the expectations, students felt like they were more successful in their learning or knew the steps they needed to take to improve upon their learning. Second Six Weeks: The second six weeks reflection mimics a lot of the information from the first six weeks. The No D policy was still in effect as well as the multiple redo policy and A, B, and C quality rubric. Students continued to reflect on the importance of the No D policy with motivating students to try their best and take advantage of all the learning opportunities. Many students commented that the No D policy had increased their motivation to do well because if they did not achieve their best, they would fail the class. This sentiment was continued with students expressing their thoughts on the multiple redo policy. Students are beginning to see connections between redoing assignments multiple times, the No D policy, and students’ empowerment over their own grades. One change though was that students noticed they were not making the same mistakes they had previously because of the opportunity to redo assignments over and over again. Many students talked about the change and growth in their reading and writing abilities as a result of the multiple redo policy. Some students felt that they needed to redo assignments less because they were not making the same mistakes. They had in fact learned from their mistakes. Furthermore, some students realized that they have to do all their work because failure is not an option so no matter if they procrastinate, do it correctly the first time, or need multiple redos, the assignments must be completed. Students also commented on a change they witnessed in their grades indicating that the grades might not be an accurate measurement of their learning. Some students commented they felt their grade did not communicate all they had learned in this class. Some even attributed the grade to more of a work ethic measurement versus learning. Students still saw the teacher in a different perspective through their reflection focusing on the teacher as one who will help them achieve their best not one who just gives out grades. One important point to note was that in this 12 week reflection piece, students were aware that only 6 weeks remained in the semester to change their grade. Final semester reflection: The final semester reflection indicated a continuation of all the previously mentioned comments. Students still wanted to continue the aforementioned policies of No D, multiple redos, and the A, B, C quality rubric. Many students are seeing the connection now between the multiple redo policy and No D policy as something they are in charge of regarding their learning. Many students commented that the grade is really up to them because they have multiple opportunities for success and learning. A number of students commented about the learning and grades existing for them and not for the teacher or parent. Students also commented on the importance of them creating the rubric for all their work. Overall, most students felt their semester grade was an accurate measurement of their learning. Students commented that they wanted to continue all these policies into next year and felt successful about how their first semester finished. Reflection: Thinking back over this entire first cycle as well as its connection within cycle two’s “multiple redo policy” and their connection to my overall goal of having my students be more successful with learning, I feel very excited from their comments/ feedback and apprehensive going forward. I think one of the things I took away the most from their comments is how important it is for students to feel in control over their learning and empowered by education. By having them be a part of this whole action research process, I feel I have turned over much of the control of the classroom to my students. The students from day one determined if they wanted to be part of this research project, we discussed together what it would be like to not have a D (what are the consequences, possible successes, issues with a policy like this), and then generated a class rubric to assess the learning and understanding. They drove this research process. And thinking ahead, I think they will continue to drive the research. When students feel in control and empowered, as we all want to feel in our lives, change is possible. Students realized that by determining the rubric, there were going to be no surprises in the grade. And, if students did not achieve to the best of their ability in round one of an assignment, they had the opportunity to keep redoing it as many times as necessary up till the six week period in order to truly demonstrate their learning and understanding. They seemed to really embrace the idea as a class that failure wasn’t an option. With the support of Dr. Riel, my principal and the parents, I think this aspect was really hit home for them. The periodic reflection kept reminding them of the policy so that the focus was on learning and achieving. I wanted the students to walk away from this semester successful in their learning through their growth in writing, reading, comprehension, and hopefully, achieve more in a class than they had previously; I think their reflections are a testament to that. I also think their reflections are a testament to the power of students having a say in their education. By students being in charge of their grade through the multiple redo policy, the students generating the rubric to assess their learning, and failure not being an option, students achieved more in this class than in many of my previous years teaching this same class. I feel that through their comments, this was the best many of the kids had ever achieved in a Language Arts class. In fact, out of 30 kids in this class, only 2 failed where my previous years had up to 9-10 in a class with D’s or F’s. I think students really took advantage of all the opportunities before them to succeed. And, I do not think that this success would have been possible without the mutual pairing of the No D policy with the multiple redos. I think the class wouldn’t have been as successful if only one element would have been implemented at a time. One thing that really surprised me was how encouraging all their feedback was towards me as their teacher and the changes I was trying to make in the classroom. Some students really see their learning and grade in their hands now and not so much in the teachers. I think this is a dramatic shift for kids so young to experience. I also was impressed by the reflections of students who really see my teaching as more of an encourager not wanting them to fail but instead giving them multiple opportunities to be successful. It makes me wonder what teachers have done in the past to them that they feel teachers haven’t done created this feeling within them before. Looking forward, I think there are some things I need to spend some time contemplating. How are these policies going to work moving forward seeing as how the students are already used to them? Will this lead to complacency and procrastination knowing that they can wait till the six week period to turn work in? Or, will it work more effectively because students will turn in their best work initially knowing that they would rather do it correctly the first time and not wait till the last minute. Will having a student teacher who is implementing these policies with the students shift the power of these policies in a different direction? Will they be as successful? Maybe my role can change to more of a mentorship role with the really struggling students enabling a 1-1 learning environment for them. Could I work one on one with students (possibly just D and F students) while the other students work with the student teacher? I also really want to work with the students creating suggestions for where they would like the class to go in terms of answering my research problem. I feel like I am asking them for suggestions but not really getting anything from them. Maybe I need to work on the kinds of questions I am asking or to work directly with students who are not meeting their learning expectations in order to more individually meet their needs. Overall, I see a dramatic connection in students feeling successful in their learning by taking ownership over their grades. Through the creation of the A, B, C quality rubric, the No D policy, and the ability to redo multiple assignments, the role of the teacher and student changed; the teacher shifted to more of a facilitator towards student learning, and the students embraced their own learning and understanding which was ultimately reflected in their grade and success as a student. CYCLE 2: (Plan) PLAN (Cycle 2): While the outcomes and my reflections on them my change my plans dramatically, my current thoughts on my second cycle of action are if I give my students no deadlines except for at the end each six week grading period, will the students… · redo the assignment over and over until they demonstrate their understanding · seek extra assistance to turn in their best work · start redoing assignments less because they do it correctly the first time · be more motivated to be successful
The first actions that I will be taking soon (or have already taken) in addition to what has been stated in cycle one, I have given students the ability to redo an assignment as many times as necessary in order to achieve and A, B, or C quality work grade. With this kind of policy, I have been providing numerous amounts of feedback to help my students become more successful as well as arranging times for students to come in for individualized instruction on their off hours or before or after school.
ARTIFACTS COLLECTED: I will be collecting the following:
EVALUATION: I will evaluate the outcomes of this action by…reflecting on the information given to me through my own personal reflection, through student responses to questionnaires given at the 6, 12, 18 week grading periods. Additionally, I want to interview students about that have been greatly impacted by the multiple redos, somewhat impacted and no impact at all in order to provide clarification and further direction towards the next cycle of my action research. CYCLE 3 (Place holder) FINAL REFLECTIONS REFERENCES BACKGROUND RESEARCH: The resources that have helped me the most are… Alliance for Excellent Education. (2008). From No Child Left Behind to Every Child a Graduate. Washington, DC: Alliance for Excellent Education. Csikszentmihalyi, M. (1991). New Horizons for Learning. Retrieved October 1, 2008, from New Horizons for Learning: http://www.newhorizons.org/future/Creating_the_Future/crfut_csikszent.html Jones, A. C. (2008). The Effects of Out-of-Class Support on Student Satisfaction and Motivation to Learn. Communication Education , 373-388. Khamois, V., Dukmak, S., & Elhoweris, H. (July 2008). Facotrs affecting the motivation to learn among United Arab Emirates middle and high school students. Educational Studies , 191-200. Riel, D. M. (2008, July 16). Personal communication Malibu, California, United States of America. Tapola, A., & Niemivirta, M. (2008). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology , 291-312. Vansteenkiste, M., Timmermans, T., Lens, W., Soenens, B., & Van den Broeck, A. (2008). Does Extrinsic Goal Framing Enhance Extrinsic Goal Orientated Individuals' Learning and Performance? An Experimental Test of the MAtch Perspective Versus Self-Determination Theory. Journal of Educational Psychology , 387-397. Zander, R. S., & Zander, B. (2000). The Art of Possibility. New York City: Penguin Books. |