Concerned that many students were barely surviving introductory chemistry rather than thriving, one college teacher used classroom research to assess and encourage student involvement and to understand students' difficulties with the material. Although student achievement has not risen measurably, students appreciate the techniques and participate…

Describes a questionnaire sent to 90 publishing researchers who were members of college music faculties asking why they engaged in research activities and what specific rewards they believe were obtained because of their research. States that the main reasons for research were intellectual curiosity, enjoyment, self-improvement, and perceived…

Emphasizing reading and writing, this booklet discusses the concept of motivation and examines the many factors that influence an at-risk learner in the classroom learning environment. Chapters in the booklet highlight such topics as identification of at-risk learners, various motivational theories, personal and cognitive influencing factors, a…

This document offers teaching tips to be used if, on administration of the Motivated Strategies for Learning Questionnaire (MSLQ), a class were to present a profile of scores that would suggest the need for help in one or more of the motivation or learning strategies areas assessed by the MSLQ. Some tips are supported by research; others are based…

Guidelines for use by school practitioners in assessing students' motivation to learn are presented. Most of the instruments reviewed and literature discussed pertain primarily to the academic motivation and achievement of students in kindergarten through grade 12. Most are paper-and-pencil, self-report, group-administered measures that can be…

Social studies educators are encouraged to apply anthropological research to their understanding of classroom dynamics and the learning process. In 11 propositions, the contributions of anthropology to more effective teaching are explored. For each of these propositions, there are a number of relevant research questions to guide classroom…

Provides suggestions for an activity in which students are taught to observe and think in the manner of the archaeologist. Steps to be taken by the teacher before, during, and after a museum visit are specified. (Author/DB)

Translation can be useful in teaching advanced students to make decisions about structure, assess the communicative consequences of those decisions, assess perceptions of language contrasts, and increase feelings for communicative appropriateness. Two methods are suggested: word-for-word or "spoof" translation, and back translation. (Author/MSE)

Recounts how a teacher used herself as a model to motivate black students to speak standard English. (JL)

A recommended class activity is a simple gift exchange. Vocabulary, including a wide range of options, holiday terms, and idioms, is introduced at the beginning of class. Partners are assigned, exchange takes place, and thank-you notes may be written. Student enthusiasm and attention are often by-products. (MSE)

In examining the interest in adult education among persons with little formal education, researchers found a correlation existed between passivity and lack of satisfaction in the work situation and low motivation for adult education. Educational interest was related to leisure habits that already consisted of highly organized activities. (SK)

The author categorizes the stages and skills of independent inquiry: the motivation to inquire; skills essential to setting up an inquiry; and modes of concluding an inquiry or verifying a hypothesis. He draws curriculum implications for developing independent learners. (SJL)

Low motivation to study abstract theoretical material and lack of background in mathematics are two problems encountered by students learning electronics. To combat these problems a systems approach to learning is suggested for the study of electrical circuits and devices. (Author/TG)

Ten suggestions for fostering motivation in adolescents with learning disabilities include encourage choices; advocate ownership; strive for relevance; give positive and negative feedback; set high, but manageable expectations; encourage activity and interaction; and model--share your enthusiasm for books. (DB)

Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)