A great deal of research has been conducted regarding extrinsic and intrinsic motivation and which concept has the most effective impact on the learning process. Teachers are constantly asking: "How can I motivate my struggling or low achieving students to learn the essential skills and strategies they will need to be able to compete in this…

Assessed teachers' motivational reactions to an award program in the Charlotte-Mecklenburg (North Carolina) schools and compared findings with those from a similar program in Kentucky. The goals were specific, understandable, focused and challenging, but teachers had concerns about meeting higher future goals. Monetary bonuses were less motivating…

Critiques Kohn's article (in the same "Educational Leadership" issue) arguing against the use of cooperative rewards. Without group rewards based on the learning of all group members, cooperative learning can degenerate into answer-sharing. The idea that such rewards (usually paper certificates) can be dispensed with is wishful thinking. Includes…

Responding to Slavin's critique of Kohn's article (in the same "Educational Leadership" issue) condemning cooperative rewards, Kohn slams Slavin's faulty research interpretations. Slavin may be correct that few non-reward-based classrooms exist in the U.S., but this hardly demonstrates that the best alternative to bribing individuals is to bribe…

Although intrinsic rewards are important, they (along with punishment and encouragement) are insufficient for efficient learning. Teachers must supplement intrinsic rewards with extrinsic rewards, such as praising, complimenting, applauding, and providing other forms of recognition for good work. Teachers should use the weakest reward required to…

Examines the assumption that interdependence is best achieved by using rewards. An impressive body of social science research has shown that rewards have limited effectiveness and can undermine interest in the task. Cooperative learning programs with appropriately balanced curricula, autonomy, and relationship elements function well without…

Outlines reasons given by new teachers in different countries for joining the teaching profession. Discusses a differential motivational model between metropolitan versus developing countries. Presents findings from a study of Jamaican teacher trainees, which verify that extrinsic, intrinsic, and altruistic considerations were three distinct…

W. Edwards Deming rejects school-improvement proposals based on formulating higher standards and enforcing them with performance assessments. To Deming, the Bush Administration's America 2000 education strategy is "a horrible example of numerical goals, tests, rewards, but no method." Emphasizing rationalist performance measures…

A survey of 417 high-achieving high schoolers, 103 young prison inmates, and 105 dropouts enrolled in a GED program disclosed significant differences between high-achieving and less-successful adolescents regarding family background, interactions with parents, religious versus material orientation, self-motivation, and interest in school…