Teacher beliefs about instructional choice : A phenomenological study

By Terri Flowerday, Gregory Schraw. 2000

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3291969401df53e00106d384182f0f090d4f5bf4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Erika A. Patall
2. I. Katz
3. S. L. Klauda
4. Duane F. Shell
5. Terri Flowerday
6. A. Assor
7. H. Cooper
8. S. R. Wynn

In Education

1. Erika A. Patall
2. S. L. Klauda
3. A. Assor
4. I. Katz
5. J. Reeve
6. S. R. Wynn
7. Eunbae Lee
8. Terri Flowerday

In Social Psychology

1. Erika A. Patall
2. J. Reeve
3. I. Katz
4. S. R. Wynn
5. Terri Flowerday
6. A. Assor
7. Duane F. Shell
8. Richard M. Ryan

Citations in the corpus

• The Role of Choice and Interest in Reader Engagement (2004, background): “These findings are consistent with Flowerday and Schraw (2000), who reported that teachers give students choices because they believe it increases effort and learning.”
• Constructing motivation through choice, interest, and interestingness (2013, methodology): “Teachers report that providing opportunities for choosing and decision making within the classroom or for school tasks is a popular method by which they attempt to enhance their students’ motivation and learning (Flowerday & Schraw, 2000).”
• Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. (2003, background): “Study 3: Action Choices and Option Choices Now that choice seems to be problematic, the purpose of Study 3 was to test whether all choices are the same in terms of their effect on intrinsic motivation (see also Flowerday & Schraw, 2000; Iyengar & Lepper, 2000).”
• Increasing Situational Interest in the Classroom (2001, background): “Teachers interviewed by Flowerday and Schraw (2000) recommended offering a wide variety of choices to all students on a regular basis.”
• Reading for Pleasure: A Research Overview. (2006, background): “Similarly, teachers like to provide choice in the classroom because they believe that it increases motivation, effort and learning (Flowerday & Schraw, 2000).”
• When Choice Motivates and When It Does Not (2007, background): “…we suggest that in order to make choice intrinsically motivating, teachers should offer options that seem valuable to the students because they enable students to work on subjects and tasks that interest them and allow them to achieve their goals (Flowerday & Schraw, 2000; Katz & Assor, 2003).”
• The effectiveness and relative importance of choice in the classroom. (2010, background): “…the effect of providing choice may be more or less beneficial for low-achieving students, research examining teacher beliefs about providing choice has suggested that teachers believe that choice may be especially beneficial for low-achieving and low-motivation students (Flowerday & Schraw, 2000).”
• Disentangling the effects of interest and choice on learning, engagement, and attitude (2015, background): “Flowerday and Schraw (2000) found that teachers believe that giving students choices on academic tasks increases their personal interest, which in turn, will act as a catalyst for improving learning.”
• Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, background): “Although the teacher may establish major objectives for a unit, the students can contribute to selections of subtopics or the sequence of topics ( Flowerday & Schraw, 2000 ), enabling them to perceive themselves as Downloaded By: [EBSCOHost EJS Content Distribution] At: 19:57 11 December 2007”
• A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Provide choices that matter When offered choices, students tend to spend more time and effort on the activity (Flowerday and Schraw 2000), perform better, and obtain higher assignment completion rates (Patall et al.”
• The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. (2008, background): “For example, a phenomenological study of teachers’ beliefs about instructional choice by Flowerday and Schraw (2000) suggested that providing choice is a popular method by which teachers attempt to enhance student motivation.”