Elementary teachers' use and perception of rewards in the classroom

Hoffmann, Kristin; Huff, Jessica D.; Patterson, Ashley S.; Nietfeld, John L.

doi:10.1016/j.tate.2008.12.004

Cited by 29 publications

(27 citation statements)

References 28 publications

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“…Regarding performance goal orientations, in agreement with prior teacher studies (e.g., Hoffmann et al, 2009;Retelsdorf et al, 2010), our findings yielded maladaptive or insignificant motivational patterns which were less stable across conditions and tasks, implying that these goals (performance approach and avoidance) are more context and situation specific. This seems particularly true for performance approach goal orientation, which had no relationship with autonomous motivation, while it was positively connected with controlled motivation to participate in training.…”

Section: Discussionsupporting

confidence: 90%

“…Associations and effects of teacher performance approach goals have been found to be less consistent, with either negative (e.g., Hoffmann, Huff, Patterson, & Nietfeld, 2009;Retelsdorf & Günther, 2011;Retelsdorf et al, 2010), positive (e.g., Skaalvik & Skaalvik, 2013) or no significant (e.g., Butler & Shibaz, 2008Papaioannou & Christodoulidis, 2007) relations with motivational processes and instructional practices.…”

Section: Achievement Goals Theory and Teachers' Contextmentioning

confidence: 97%

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Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations

Gorozidis

Παπαϊωάννου

2016

Learning and Individual Differences

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Section: Discussionsupporting

confidence: 90%

Section: Achievement Goals Theory and Teachers' Contextmentioning

confidence: 97%

Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations

Gorozidis

Παπαϊωάννου

2016

Learning and Individual Differences

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“…Rewarding can increase motivation and competition among students. The idea was also supported by a study that stated that motivation could increase when there are strong external factors such as incentives and rewards (Bowman, 2007;Hoffman et al, 2009). Table 2 shows examples of participants' reflection on the advantages of teaching and learning that has been carried out by the teacher.…”

Section: Stating the Focus Of The Reflection Analysismentioning

confidence: 91%

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Iksan¹

2017

ASSRJ

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Teachers' reflection is one important step in the implementation of Lesson Study. To enhance the professionalism of teachers, lesson study has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. "Video Critique" and "Lesson Study" are some of the tools in the implementation of PLC. As Lesson Study is newly introduced in 2011, teachers are still in the learning stage of implementing it. Among the problems teachers face is ways of making good reflections during classroom observation. Thus, this study aims to explore the ways in which excellent teachers reflect as well as their reflection level by looking at a video of teachers teaching at a school in Negeri Sembilan. The study was conducted using qualitative methods. The study participants were 17 excellent teachers, including two lecturers. Data was collected using reflective observations, documents of the participants, and recordings of the video critique sessions. Data was analysed using reflective dialogue session video documents analytical technique that has been transcribed. It was found that there are four stages of reflections: Descriptive, Dialogue Reflective, Descriptive Reflective and Critical Reflective. A majority of the excellent teachers reflected at the stage of Dialogue Reflective. Some of the excellent teachers made Descriptive Reflective, and only a few teachers succeeded brilliantly at Critical Reflective. Originality/value -This study implies a need for exposure to reflective practice during the process of observation so that teachers receive deep and meaningful feedback through practice in community learning.

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“…Replication of our study in other educational sectors (primary education, secondary education, higher education) is needed to validate the number and content of goal orientation profiles. Moreover, future research should point out to what extent goal orientation profiles predict teacher cognitions and behaviors such as self-efficacy (Runhaar et al, 2010;Schiefele & Schaffner, 2015;Throndsen & Turmo, 2013;Butler, 2007;Cho & Shim, 2013;Deemer, 2004;Inbar-Furst & Gumpel, 2015;Kilday, Lenser, & Miller, 2016;Künsting, Neuber, & Lipowsky, 2016;Kucsera, Roberts, Walls, Walker, & Svinicki, 2011;Hoffmann, Huff, Patterson, & Nietfeld, 2009); proactive behavior (Zhang et al, 2016); instructional practices (Nitsche et al, 2013;Retelsdorf et al, 2010), and engagement (Han et al, 2016;Kunsting et al, 2016;Parker et al, 2012;Skaalvik & Skaalvik, 2013).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.Keywords Goal orientation . Teachers . Asking feedback . Information acquisition . Latent profile analysis . Professional development Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, research shows that teachers differ strongly in how actively they engage in formal and informal learning activities Vocations and Learning (2018) 11:91-111

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Elementary teachers' use and perception of rewards in the classroom

Cited by 29 publications

References 28 publications

Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations

Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

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