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How Do Teachers Support Studentsí Motivation and Learning in Their Classrooms?

by Lynley H. Anderman, Carey E. Andrzejewski & Jennifer Allen - 2011

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Cite This Article as: Teachers College Record Volume 113 Number 5, 2011, p. 969-1003
https://www.tcrecord.org ID Number: 16085, Date Accessed: 5/29/2020 10:03:35 PM
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About the Author
  • Lynley Anderman
    The Ohio State University
    E-mail Author
    LYNLEY ANDERMAN is an associate professor of educational psychology at The Ohio State University. Her research interests focus on student motivation in educational settings and the ways in which it is fostered through instructional practices and supportive interpersonal relationships. Recent publications include a textbook, Classroom Motivation (Pearson); coeditorship of Psychology of Classroom Learning: An Encyclopedia (MacMillan Gale); and a chapter on promoting mastery goal orientations in the Handbook of Positive Psychology in Schools (Lawrence Erlbaum).
  • Carey Andrzejewski
    Auburn University
    CAREY E. ANDRZEJEWSKI is an assistant professor of educational foundations at Auburn University. Her research interests include teacher identity, teacher expertise, and classroom culture. Recent publications include Andrzejewski & Davis (2008), Teaching and Teacher Education, and Andrzejewski (in press), Journal of Dance Education.
  • Jennifer Allen
    University of Kentucky
    JENNIFER ALLEN is a doctoral candidate in counseling psychology at the University of Kentucky and is the recipient of the Helen Thacker Fellowship in Educational and Counseling Psychology. She is currently conducting psychological and learning disability evaluations at a local private practice while working on her dissertation, which focuses on sexual harassment. She has published previously in Violence and Victims.
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