Developing Students' Appreciation for What Is Taught in School

By J. Brophy. 2008

247 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/187475cf931276fcd96cd7e6d980c1f56ef27875

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Social Influences on Interest (2016, background): “Brophy (2008) discussed a related concept, students’ appreciation for what is taught in school.”
Engagement in School and Out-of-School Contexts: A Multidimensional View of Engagement (2011, background): “The choices teachers make about content, activities, and how they model thinking also impact on engagement and whether students develop an appreciation for what is taught in school (Brophy, 2008).”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “But the motivational pattern is still considered extrinsic in the sense that it is the utility value (a means to an end), personal importance, and/or relevance of the task rather than interest and enjoyment in the task itself that determines the behaviour (Brophy, 2008).”
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “…from the notion that children go to school to learn facts towards the notion that children go to school to learn to love learning, develop meaningful skills and gain transformative knowledge, so that they are better prepared to contribute to the betterment of the world they live in (Brophy, 2008).”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “The integration of cognition and affect in learning has been championed as a needed movement in educational curriculum reform (Brophy, 2008).”
Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory (2009, background): “In contrast to addressing Vygotsky’s concerns, current K–12 curricula are described as “mile-wide but inch deep, trivial pursuit, or parade of facts” (Brophy, 2008).”
How K-12 teachers can put self-determination theory principles into practice (2009, background): “Sometimes, a teacher needs merely to bring students’ attention to the activity’s usefulness; other times, a teacher needs to redesign the learning activity to make the relevant aspects more central (Brophy, 2008).”
Enhancing Students’ Engagement (2014, background): “Meaningful learning involves developing interest in or appreciation for content and experiencing its authentic application (Brophy, 2008).”
Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, background): “Mathematics teachers, according to this logic, present their subject in whatever fashion is deemed pedagogically sound while scaffolding the value of learning mathematics in the hope that students might find it personally interesting, useful, or aesthetically pleasing (see Brophy, 2008 ).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “One way for teachers to demonstrate the usefulness of content is to allow students to engage in activities that provide them with the opportunity to discover its value through firsthand experiences with it (Brophy 2008).”
Toward a Model of Student Response to Feedback (2016, background): “So what is the role of the teacher here? Is it to provide information on how good this piece is and how the piece could be improved? Is it to provide feedback that will facilitate the next piece of writing? Or to provide feedback as scaffolding the motivational zone of proximal development (Brophy, ”
Promoting Student Engagement in the Classroom (2014, background): “Brophy (2008) describes specific ways in which teachers can help students develop an appreciation for the value of curricular content.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “Pro viding explanatory rationales and taking the students’ per spective go hand in hand because students’ internalization experiences and activity engagements reflect not only the quality of the teacher’s rationales but also the extent to which teachers help raise students’ awareness of how the ac”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “Berlyne (1970) identified a number of task features, called collative variables, which affect attention and arousal.”