Studying and Understanding the Instructional Contexts of Classrooms: Using our Past to Forge our Future

By Julianne C. Turner, D. K. Meyer. 2000

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a980a33159b46df157c8839b54a629835bdcd457

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “Kalamazoo, MI: Michigan State University, College of Education. Valsiner, 1. (1984). Construction of the zone of proximal development in adult-child joint action: The socialization of meals.”
Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, background): “As Turner and Meyer (2000) summarized, classroom environments have been variously studied in terms of the “beliefs, goals, values, perceptions, behaviors, classroom management, social relations, physical space, and social-emotional and evaluative climates that contribute to the participants’…”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “In addition, integrating observer ratings with student and teacher ratings would further expand our findings on the unique predictive values of different perspectives (Turner & Meyer, 2000).”
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003, background): “…of relationships with teachers on learning and motivation have been dominated by a linear perspective that assumed the direct cause and effect of teacher expectations, attitudes, and behaviors on student motivation and learning (Minuchin & Shapiro, 1983; see also Turner & Meyer, 2000, for review).”
Culturalizing Achievement Goal Theory and Research (2011, methodology): “…example of this transactional approach to the study of motivation would be the research conducted by Turner and her colleagues (Turner, 2010; Turner & Meyer, 2000; Turner, Meyer, Midgley, & Patrick, 2003), whose studies generally focus on demonstrating, through focused observations of…”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, methodology): “ESM methods grew out of research on “fl ow,” a high level of engagement where individuals are so deeply absorbed in a task that they lose awareness of time and space (Csikszentmihalyi, 1990 ) .”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “In iterative cycles, researchers, in collaboration with teachers, craft ways to achieve this vision, enact it, and study its associated developmental changes as well as the situated processes that lead to these changes (e.g., Turner & Meyer, 2000).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “Effective classroom management and highquality teaching (Downer, Rimm-Kaufman, & Pianta, 2007; Wharton-McDonald et al., 1998) and strong emotional support from teachers (NICHD Early Child Care Research Network, 2003) are also linked to children engaging more fully in school work. Similarly, good cla”
Sense of Belonging in College Freshmen at the Classroom and Campus Levels (2007, result): “Although a number of studies have documented connections between teachers' instruction al practices and students' academic motivation (e.g., Perry, 1981; Turner & Meyer, 2000; Wentzel, 1997), few have directly examined similar associations with stu dents' sense of belonging.”
Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity (2001, background): “…precision and theoretical parsimony over understanding the phenomena of learning in schools, which may not lend itself to precision and parsimony—a possibility that becomes ever more likely as we learn more about the functions of context in student learning (e.g., Turner & Meyer, 2000).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “…important dimensions of instruction; draw on the perspectives of multiple students, making survey measures potentially more reliable; and provide more efficient assessments of quality compared with alternative, resource-intensive assessments such as classroom observations (Turner & Meyer, 2000).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, unknown): “It is also consistent with influential efforts to understand contextual motivation in the classroom (e.g., Turner, 1995; Turner & Meyer, 2000; Turner, Meyer, Cox, Logan, & DeCinto, 1998) and cross-cultural contexts (Volet, 1999, 2001).”