Psychological Environments Association with Mathematics Avoidance
According to the work of Helen Patrick, et al entitled: "How Teachers Establish Psychological Environment During the First Days of School: Avoidance in Mathematics" that: "Observations of the first days of school in eight sixth-grade classrooms identified three different classroom environments. In supportive environments teachers expressed enthusiasm for learning, were respectful, used humor, and voiced expectations that all students would learn. In ambiguous environments teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management. In non-supportive environments teachers emphasized extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. Teachers' patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. (Teachers College Record, 2003) The methodology utilized by Patrick et al (2003) in this study was one of a qualitative nature through the method of observation and since analysis was focused: "primarily in the verbatim classr
(Teachers College Record, 2003) Patrick et al (2003) summarizes with the statement that relates a ". oom discourse field notes were intended to complement it and to illuminate any comments that might be difficult to interpret later when coding transcripts. Findings of the StudyThe findings of the research study of Patrick, et al (2003) state that Teachers' patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. All of these features were stated based upon consensus thus ensuring consistency in the methodology of the study. " it was found that for students who were in classrooms that were "supportive. According to the work of Patrick et al (2003) The supportive environment is one in which: ". are associated integrally with their student's learning and motivation. reported engaging in significantly less avoidance behavior than students in ambiguous or non-supportive environments. teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management" (Ibid) In the 'Non-Supportive' environment the teachers placed emphasis on: ". extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. strong consistency between classroom patterns at the beginning of the year and those during spring.
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