Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

By Katharina Kiemer, A. Gröschner, Ann-Kathrin Pehmer, Tina Seidel. 2015

256 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f11e88be3be3f4986f9f893ff043ea3d68ce4e28

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. Sandra Stautberg
3. Carlton J. Fong
4. Ariana C. Vasquez

In Experimental and Cognitive Psychology

1. Erika A. Patall
2. Sandra Stautberg
3. Carlton J. Fong
4. Ariana C. Vasquez

In Social Psychology

1. Ariana C. Vasquez
2. Carlton J. Fong
3. Erika A. Patall
4. Sandra Stautberg

Citations in the corpus

• A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “Workshops and trainings that involve changing teachers’ perspectives toward student learning and observations of their own teaching are effective ways to alter teachers’ discourse practices, particularly increasing their use of constructive feedback (Kiemer et al. 2015).”