Elementary and secondary teachers' reports of how they make learning interesting

Elementary School Journal

Volumn 96, Issue 5, 1996, Pages 562-564

  Zahorik, John A ^a  

^a UNIVERSITY OF WISCONSIN MILWAUKEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944474536     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/461844     Document Type: Article

References (20)

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3. Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
4. Carlsen, W. (1988). The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
5. Connelly, F., & Clandinin, D. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp. 174-198) (Eighty-fourth yearbook of the National Society for the Study of Education). Chicago: University of Chicago Press.
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7. Deci, E. (1992). The relation of interest to the motivation of behavior: A self determination theory perspective. In K. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Erlbaum.
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10. Duckworth, E., Easley, J., Hawkins, D., & Henriques, A. (1990). Science education: A minds-on approach for the elementary years. Hillsdale, NJ: Erlbaum.
11. Elbaz, F. (1983). Teachers' thinking: A study of practical knowledge. New York: Nichols.
12. Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 3-56). Washington, DC: American Educational Research Association.
13. Fink, B. (1991). Interest development as structural change in person-object relationships. In L. Oppenheimer & J. Valsiner (Eds.), The origins of action: Interdisciplinary and international perspectives (pp. 175-204). New York: Springer-Verlag.
14. Flick, L. (1993). The meanings of hands-on science. Journal of Science Teacher Education, 4, 1-8.
15. Garner, R., Brown, R., Sanders, S., & Menke, D. (1992). Seductive details and learning from text. In K. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 239-254). Hillsdale, NJ: Erlbaum.
16. Garner, R., Gillingham, M., & White, C. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-47.
17. Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
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