There Is Nothing So Practical as a Good Theory: What Theories of Motivation Have to Say About the Classroom
Julianne Turner
What motivates you to learn something new? What motivates your students to learn? Behaviorism, with “reinforcement,” is commonly practiced in parenting, teaching, and business. How effective is this theory; is it widely applicable? Beginning in the 1960’s, other theories of motivation, challenging the tenets of reinforcement, have proposed that our goals for learning: our needs to be competent and independent—yet related to others—and our interest in learning, are better explanations of motivation to learn. How might this be applied to the classroom?
We will read about major theories of motivation, discuss their meaning and relevance for daily life, and apply them to issues of motivation and learning in classrooms. On Day One, we will consider common-sense notions of motivation, comparing them to those of theorists. We will also examine the propositions that motivation, as a characteristic of persons, is either stable or changeable, and can thus be influenced by classroom cultures. In preparation for Day Two, participants may collect information about students’ motivation in their classrooms. We will consider the thinking of a prominent theorist who has applied motivation research to educational issues. Sharing the data that teachers have collected in their classrooms, we will make specific applications of motivation theory to K-12 classrooms in general.
I really valued the ability to look at research and then discuss how it should fit into our classrooms. My expectations were fully met and it was an excellent opportunity to share ideas with others in all fields. It was great to have such a great professor as Julianne Turner!!”—Kathleen Miller, Warren Primary Center
I feel as if I’d taken a 3-credit course in 2 days! A wonderful experience.”—Pam Matz, Battell/Liberty
I had hoped to gain insights into motivation that I could use in my classroom. This was very helpful. Much to consider—I will continue to share ideas with my colleagues.”—Cheryl Nix, LaSalle
 Julianne Turner is an Associate Professor of Psychology. An educational psychologist and former classroom teacher, her research focuses on students’ motivation to learn and teachers’ instructional practices that foster motivation. She has conducted research in classrooms in Michigan, Pennsylvania and Indiana. Among other things, she has examined how instructional activities and the messages teachers send about learning are related to student motivation. Recently, she has collaborated with intermediate grade teachers in South Bend interested in adopting motivational strategies in their classrooms. Her published research has appeared in Journal of Educational Psychology, Teachers College Record, and Educational Psychologist. She recently authored the chapter on student engagement in the classroom in the Handbook of Educational Psychology. |