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UBC Theses and Dissertations
Teachers’ preferred methods of learning about the topic of "student motivation" Leishman, Lorraine Kay
Abstract
In 1991, a needs assessment was conducted by the Southern Alberta Professional Development Consortium to determine teachers preferences for topics of professional development. Eighty-eight percent of 3000 teachers chose "Student Motivation" as their number one choice. This study and its questionnaire were specifically designed to accomplish two objectives: (1) to refine the general request for "Student Motivation" topic into specific topics desired by teachers, and (2) to gain some clarity on how teachers (in what formats) want to have this professional development delivered. Teachers in this study revealed their general preference for learning about student motivation in a collaborative manner. However, a more formal (institutional) classroom-like format was desired for some specific problems. There was evidence that teachers were not just choosing learning methods based on patterns associated with adult learners, but also in response to specific problems (without seeming to adhere to adult norms). Recommendations for both facilitators of professional development as well as those who are to be receiving it are included.
Item Metadata
Title |
Teachers’ preferred methods of learning about the topic of "student motivation"
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1992
|
Description |
In 1991, a needs assessment was conducted by the
Southern Alberta Professional Development Consortium to
determine teachers preferences for topics of professional
development. Eighty-eight percent of 3000 teachers chose
"Student Motivation" as their number one choice. This study
and its questionnaire were specifically designed to
accomplish two objectives: (1) to refine the general request
for "Student Motivation" topic into specific topics desired
by teachers, and (2) to gain some clarity on how teachers (in
what formats) want to have this professional development
delivered. Teachers in this study revealed their general
preference for learning about student motivation in a
collaborative manner. However, a more formal (institutional)
classroom-like format was desired for some specific problems.
There was evidence that teachers were not just choosing
learning methods based on patterns associated with adult
learners, but also in response to specific problems (without
seeming to adhere to adult norms). Recommendations for both
facilitators of professional development as well as those who
are to be receiving it are included.
|
Extent |
4261058 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2008-12-17
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0086575
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1992-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.