This investigation examined the effects of providing choices among homework assignments on motivation and subsequent academic performance. Students were randomly assigned within classrooms either to receive a choice of homework options or to be assigned an option for all homework in one instructional unit. Conditions were reversed for a second instructional unit. Results revealed that when students received a choice of homework they reported higher intrinsic motivation to do homework, felt more competent regarding the homework, and performed better on the unit test compared with when they did not have a choice. In addition, a trend suggested that having choices enhanced homework completion rates compared with when no choices were given. In a second analysis involving the same students, the importance of perceived provision of choice was examined in the context of student perceptions of their teachers' support for autonomy more broadly defined. Survey data showed that the relationship between perceptions of receiving autonomy support from teachers and intrinsic motivation for schoolwork could be fully accounted for by students' perceptions of receiving choices from their teachers. The limitations and implications of the study for research and practice are discussed.Keywords: choice, autonomy support, motivation, homework, classroom practices Many North Americans believe that having choice, or the power to make a selection among a number of options, is essential in order to lead a healthy and happy life, to express individuality, and to maintain motivation for a broad variety of behaviors. Likewise, the role of choice has an important place in psychological theory. According to self-determination theory (Deci & Ryan, 1985;Ryan & Deci, 2000), choice is one of several determinants central to supporting feelings of autonomy, motivation, and healthful functioning. Research has supported these notions, showing that having choice is related to adaptive motivation and performance outcomes (Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Patall, Cooper, & Robinson, 2008;Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978).It should come as no surprise then that the beliefs and practices of many teachers may reflect a belief in the value of choice. A phenomenological study of teachers' beliefs about choice suggested that allowing students options in their instruction was a popular method by which teachers attempted to enhance student motivation and learning (Flowerday & Schraw, 2000). In this study, teachers reported believing that providing students with choices increases student interest, engagement, and learning; that students spend more time and effort on the learning task if they are offered choices; and that giving students choices helps build other important skills, such as self-regulation. In particular, teachers suggested that choice was especially beneficial for students with low interest and little motivation for a particular task. With regard to when to offer choice, teachers suggested a variety o...

No abstract

No abstract

No abstract

Beginning teachers continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High teacher turnover rates result in a deficit of quality teachers and instruction; a loss of continuity and commitment; and time, attention, and funds devoted to recruitment versus support. The purpose of this empirical inquiry of teacher retention issues is to better understand the leadership styles of principals who lead schools that have low attrition and transfer rates. Through the use of semistructured interviews with 12 principals, as well as focus group interviews with 4 to 6 new teachers (i.e. teachers with 1 to 3 years of experience) at each of the 12 schools (n = 61), data were triangulated, and some common characteristics and successful strategies that principals use to support and retain teachers were identified and analyzed through the lens of professional learning communities. Findings indicate that the following principals are retaining teachers at a rate higher than that of their peers: principals with a keen awareness of issues affecting new teachers; principals with a proactive versus reactive approach in supporting new teachers; and principals with a commitment to professional growth and excellence for themselves their students, and their teachers (new and veteran alike).

No abstract

Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teachers in each school (i.e., teachers with 1 to 3 years of experience, N = 61). Findings indicate that beginning teachers relate principal leadership, mentoring, and professional learning communities to their job satisfaction.

No abstract