Using Motivational Theory with At-Risk ChildrenEducational Leadership
AbstractRawsonville Elementary is a neighborhood school near Detroit, where the automotive industry is the major employer. Recent layoffs have affected many families in the area, and more than half of the school's 480 students receive reduced or free lunch. Of the district's six elementary schools, Rawsonville has been identified as most in need of Chapter 1 services. For years, the school improvement team had worked hard to improve student motivation and learning. Yet, something was still missing. The number of at-risk and underachieving students entering the school continued to increase. At the same time, a group of researchers at the University of Michigan had been testing a theory of student motivation known as achievement goal theory (see Maehr and Midgley 1991, Maehr and Pintrich 1991). Their work confirmed what other studies had indicated: The goals that students pursue have a powerful influence on the quality of their learning. Schools, through their policies and practices, give strong messages to students about how success is defined within their walls.
Document VersionPublished Version
CopyrightCopyright © 1995 by ASCD. Reproduced with permission.
PublisherASCD: Association for Supervision and Curriculum Development
- Elementary Education and Teaching,
- Junior High, Intermediate, Middle School Education and Teaching,
- Other Teacher Education and Professional Development,
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education,
- Secondary Education and Teaching and
- Teacher Education and Professional Development
Sponsoring AgencyOffice of Educational Research and Improvement
Citation InformationRachel M. B. Collopy and Theresa Green. "Using Motivational Theory with At-Risk Children" Educational Leadership Vol. 53 Iss. 1 (1995)
Available at: http://works.bepress.com/rachel-collopy/6/