The dialogue page: Teacher and student dialogues to improve learning motivation

Intervention in School and Clinic

Volumn 38, Issue 2, 2002, Pages 88-95

  Kozminsky, Ely ^a   Kozminsky, Lea ^b  

^a BEN GURION UNIVERSITY OF THE NEGEV   (Israel)

^b KAYE ACADEMIC COLLEGE OF EDUCATION   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141753533     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512020380020401     Document Type: Article

References (10)

1. Alderman, M. (1990, September). Motivation for at-risk students. Educational Leadership, 48(1), 27-30.
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 206-267.
3. Carr, M., & Borkowski, J. G. (1989). Attributional training and the generalization of reading strategies with underachieving children. Learning and Individual Differences, 1(3), 327-341.
4. Deshler, D. D., Ellis, E. S., & Lenz, B. K. (1996). Teaching adolescents with learning disabilities: Strategies and methods (2nd ed.). Denver: Love.
5. Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583-590.
6. Kistner, J., Osborne, M., & LeVerrier, L. (1988). Causal attributions of LD children: Developmental patterns and relation to academic progress. Journal of Educational Psychology, 80, 82-89.
7. Kozminsky, E., & Kozminsky, L. (1995). The effect of learning strategies and attribution training on the reading comprehension of high school students with learning disabilities. Unpublished research report, Ben-Gurion University, Beer-Sheva, Israel.
8. Licht, B. G., & Kistner, J. A. (1986). Motivational problems of learning-disabled children: Individual differences and their implication for treatment. In J. K. Torgesen & B. Y. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities. Orlando, FL: Academic Press.
9. Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
10. Weiner, B. (1986). An attributional theory of achievement, motivation and emotion. New York: Springer Verlag.