The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments

Elementary School Journal

Volumn 106, Issue 1 SPEC. ISS., 2005, Pages 59-79

  Rathunde, Kevin ^a   Csikszentmihalyi, Mihaly ^b  

^a UNIVERSITY OF UTAH   (United States)

^b CLAREMONT GRADUATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27644514969     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/496907     Document Type: Review

References (81)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535-556.
3. Anderman, E., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
4. Anderman, E., Maehr, M., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32(3), 131-147.
5. Becker, H. J. (1990), Curriculum and instruction in middle-grade schools. Phi Delta Kappan, 71(6), 450-457.
6. Berndt, T., & Keefe, K. (1995). Friends' influence on adolescents' adjustment to school. Child Development, 66, 1312-1329.
7. Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.
8. Brown, A. (1997). Transforming schools in communities of thinking and learning about serious matters. American Psychologist, 52, 399-413.
9. Brown, B. B. (1990). Peer groups and peer cultures. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 171-196). Cambridge, MA: Harvard University Press.
10. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York: Carnegie Corp.
11. Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing adolescents for a new century. New York: Carnegie Corp.
12. Covington, M. (1992). Making the grade: A selfworth perspective on motivation and school reform. New York: Cambridge University Press.
13. Csikszentmihalyi, M. (1990). Flow. New York: Harper & Row.
14. Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent. New York: Basic.
15. Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling method. Journal of Nervous and Mental Disease, 175(9), 526-536.
16. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1997). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
17. Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult. New York: Basic.
18. Deci, E. (1992). The relation of interest to the motivation of behavior: A self-determinationtheory perspective. In K. A. Renninger, A. Krapp, & S. Hidi (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Erlbaum.
19. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
20. Dewey, J. (1934/1980). Art as experience. New York: Perigee.
21. Dimant, R., & Bearison, D. (1991). Development of formal reasoning during successive peer interactions. Developmental Psychology, 27, 277-284.
22. Eccles, J., Lord, S., Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 99(4), 521-542.
23. Eccles, J., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., et al. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experience in schools and families. American Psychologist, 48, 90-101.
24. Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.) & W. Damon (Series Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.
25. Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
26. Feiner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78, 428-432.
27. Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.
28. Fraser, B., & Fisher, D. (1982). Predicting students' outcomes from their perception of classroom psychosocial environment. American Educational Research Journal, 19, 498-518.
29. Freeman, J., McPhail, J., & Berndt, J. (2002). Sixth graders' views of activities that do and do not help them learn. Elementary School Journal, 102, 335-347.
30. Gentry, M., Gable, R., & Rizza, M. (2002). Students' perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539-544.
31. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
32. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631-645.
33. Grolnick, W., & Ryan, R. (1987). Autonomy support in education: Creating the facilitating environment. In N. Hastings & J. Schwieso (Eds.), New directions in educational psychology: Vol. 2. Behavior and motivation (pp. 213-231). London: Falmer.
34. Guthrie, J., & Davis, M. (2003). Motivating strug gling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59-85.
35. Harter, S. (1990). Causes, correlates, and the functional role of global self-worth: A lifespan perspective. In R. J. Sternberg & J. Kolligan (Eds.), Competence considered (pp. 67-97). New Haven, CT: Yale University Press.
36. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). New York: Cambridge University Press.
37. Harter, S., Whitesell, N., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescents' perceptions of competence and motivational orientation. American Educational Research Journal, 29(4), 777-807.
38. Hickey, D. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32, 175-193.
39. Hicks, L. (1997). How do academic motivation and peer relationships mix in an adolescent's world? Middle School Journal, 28, 18-22.
40. Johnson, M. (1987). The body in the mind. Chicago: University of Chicago Press.
41. Juvonen, J., & Wentzel, K. (Eds.). (1996). Social motivation: Understanding children's school adjustment. New York: Cambridge University Press.
42. Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh. New York: Basic.
43. Lee, V. E., & Smith, J. B. (1993). Effects of school retructuring on the achievement and engagement of middle-grade students. Sociology of Education, 66, 164-187.
44. Lipsitz, J., Jackson, A., & Austin, L. (1997). What works in middle-grades school reform? Phi Delta Kappan, 78, 517-556.
45. Mac Iver, D., Young, E., & Washburn, B. (2002). Instructional practices and motivation during middle school (with special attention to science). In A. Wigfield & J. Eccles (Eds.), The development of achievement motivation (pp. 333-351). San Diego, CA: Academic Press.
46. Maehr, M., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.
47. Maehr, M., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview.
48. Magnusson, D., & Statin, H. (1998). Person-context interaction theories. In R. Lerner (Ed.) & W. Damon (Series Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 685-740). New York: Wiley.
49. Marks, H. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184.
50. McCaslin, M., & Good, T. (1996). Listening in classrooms. New York: Harper Collins.
51. Midgely, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992.
52. Montessori, M. (1946). Unpublished lectures. London: AMI.
53. Montessori, M. (1965). Spontaneous activity in education. New York: Schocken.
54. Montessori, M. (1976). From childhood to adolescence (2d ed.). New York: Schocken.
55. Montessori, M. (1981). The secret of childhood. New York: Ballantine.
56. National Center for Education Statistics. (1994). National Education Longitudinal Study of 1988: Second follow-up: Student component data file user's manual. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
57. National Center for Education Statistics. (1997). NELS: 88 Survey Item Evaluation Report. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
58. Nichols, J., & Miller, R. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19, 167-178.
59. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
60. Pintrich, P., & Schunk, D. (Eds.). (2002). Motivation in education (2d ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
61. Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. NAMTA, 26, 11-43.
62. Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341-371.
63. Rathunde, K., & Csikszentmihalyi, M. (in press). The developing person: An experiential perspective. In R. M. Lerner (Ed.) & W. Damon (Series Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.). New York: Wiley.
64. Ryan, A. (2000). Peer groups as a context for the socialization of adolescents' motivation, engagement, and achievement in school. Educational Psychologist, 35, 101-111.
65. Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
66. Ryan, A., & Patrick, H. (2001). The classroom environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
67. Santrock, J. (1999). Life-span development (7th ed.). New York: McGraw-Hill.
68. Savin-Williams, R., & Berndt, T. (1990). Friendship and peer relations. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 277-307). Cambridge, MA: Harvard University Press.
69. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176.
70. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence. Hawthorne, NY: Aldine de Gruyter.
71. Singer, J., Marx, R., Krajcik, J., & Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35, 165-178.
72. Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
73. Standing, E. M. (1984). Maria Montessori: Her life and work. New York: Penguin.
74. Steinberg, L., & Silverberg, S. (1986). The vicissitudes of autonomy in early adolescents. Child Development, 57, 841-851.
75. Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227-245.
76. Stipek, D. (1998). Motivation to learn: From theory to practice. Boston: Allyn & Bacon.
77. U.S. Department of Education, Office of Educational Research and Improvement. (1991). Preparing young children for success: Guideposts for achieving our first national goal, an America 2000 education strategy. Washington, DC: Author.
78. Watson, K. (Ed.). (2001). Doing comparative education research: Issues and problems. Oxford: Symposium Books.
79. Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
80. Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287-301.
81. Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's self-esteem across the transition to junior high school. Developmental Paychology, 27, 552-565.