Publication Date

2004

Document Type

Dissertation/Thesis

First Advisor

Pierce, Jean W.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

High school students--Illinois--Attitudes; Motivation in education--Illinois

Abstract

The purpose of this study was to determine if student motivation is increased in a learner-centered environment compared to a nonlearner-centered environment under an extended-time schedule. This investigation reviews previous literature related to learner-centeredness, student motivation, and extended-time schedules. The data were collected at one suburban high school in the Chicago area. This study found support for the predictions that students' attendance, discipline, and self-efficacy would be significantly higher for students who perceive that their teachers use learner-centered practices. The major implication of this investigation was the concept that teachers need to be aware of their students' perceptions of their instructional techniques. An accurate assessment of these perceptions is crucial to improving student motivation in an extended-time schedule.

Comments

Includes bibliographical references (pages [101]-112).

Extent

vii, 134 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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