Intrinsic Versus Extrinsic Motivation: An Approach/Avoidance Reformulation

The main purpose of this article is to advance an alternative perspective on the relationship between intrinsic and extrinsic motivation, and in particular to examine critically the assertion that these processes are antagonistic such that the will to learn for its own sake is inhibited by the presence of extrinsic, tangible rewards and incentives such as school grades. The presumption of an antagonistic relationship largely depends on the theoretical perspective adopted. An alternative interpretation based on need achievement theory leads to distinctly different conclusions. Exploring this new perspective allows one to identify both the conditions under which intrinsic motives may coexist with extrinsic motives as well as to consider some of the means by which intrinsic motives and caring about learning can be stimulated in their own right in school settings.     

Masculinity Politics, Myths and Boys' Schooling: A Review Essay

This essay reviews two recently published American books about masculinity politics—Michael Kimmel's pro-feminist Manhood in America and his edited collection The Politics of Manhood —in order to comment critically on the current debate underway in various parts of the world on 'boys' and their schooling which sees them as the 'new victims' of the educational process.     

Extinction and food-reinforced inhibition of conditioned salivation in dogs

The present experiment compared two methods of eliminating a classically conditioned response in dogs, extinction and reinforcement of nonsalivation, using both a within- and between-subjects experimental design. Eighteen dogs were trained for 16 days in Phase I, 16 days in Phase II, and 8 days in Phase III. In Phase I, each subject received classical conditioning training to two stimuli. In Phase II, Group 1 received extinction training to one stimulus and reinforcement of nonsalivation to the other stimulus. Group 2 received continued classical conditioning training to one stimulus and reinforcement on nonsalivation training to the other. Group 3 received continued classical conditioning training to one stimulus and extinction training to the other. In both the within- and between-subjects comparisons, responding to the stimulus associated with extinction was eliminated faster than responding to the stimulus associated with reinforcement of nonsalivation.     

Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma

ABSTRACT

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included.     

„Jeder Schule ihre Lehrer“?

Neue Personalauswahl- und Einstellungsverfahren, an denen die Einzelschulen ma?geblich beteiligt werden, kommen bei der Besetzung von Lehrerstellen in zahlreichen Bundesl?ndern seit Mitte der 1990er-Jahre zur Anwendung und haben mittlerweile die herk?mmlichen zentralen Auswahl- und Zuweisungsverfahren zumindest in einigen von ihnen nahezu vollst?ndig abgel?st. Die Praxis und Wirkung der neuen Auswahlverfahren wurde bislang allerdings nicht systematisch untersucht. In diesem Beitrag werden empirische Befunde einer Untersuchung von Schulen in Nordrhein-Westfalen vorgestellt, die im Jahr 2002 freie Lehrerstellen über das neue Ausschreibungsverfahren besetzt haben. Erfasst wurden unter anderem die in der Praxis angewandten Kriterien der Personalauswahl und die Inhalte der Auswahlgespr?che, die Beurteilung des neuen Auswahl- und Einstellungsverfahrens durch die beteiligten Schulleitungen und Mitglieder der Auswahlkommissionen, Einsch?tzungen und Erfahrungen der neu eingestellten Lehrkr?fte sowie der Verlauf ihrer Berufseinstiegsphase und ihre Bew?hrung am neuen Arbeitsplatz.     

Deaf teacher candidates in hearing classrooms: a unique teacher preparation program

An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed.