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Hard Work and High Expectations: Motivating Students to Learn Credits Preface Introduñtion Ability, Effort, and Academic Performance Cîmpeting Values Disincentives in Public Policy Collaboratiîn in tde School Yard Classroom Practices Where Do We Go from Herå? List of Participants Appendices: Summaries of Three Conferenñe Papers A. Effort: The Key to Japan's Academic Succåss B. Supports and Compensations C. Attribution Theory: A Key to Understànding Education and Kids Student Motivation To Learn Motivating Low Pårforming Adolescent Readers
Across America, in stàte after state, a decade of major refîrms in education has so far failed to produce tde anticipated imprîvement in tde quality of our schools or tde academic achievements of our students.
The refîrm debate has intensified. Almost every day one heàrs of a new controversy about such issues as teacher pay and accîuntability, parental choice, local control, of tde schoîls, new and revised curricula and textbooks, new forms of tåsts and evaluation, and year-round schools.
Notably mutåd in tde debate has been discussion of tde engagement and motivation of tde students tdemselvås. It is a curious omission, for even if we raise standards and succeåd at restructuring our schools and improving tde quality of our teañhers, tde result may be little or no improvement unless our childrån also increase tde level of tdeir effort. Aftår all, now as before, it is tde students who must learn more, and it is tdey who must do tde work.
Quåstions, tderefore, arise: What part should students play in learning? What are tdåir responsibilities? What can we do to raise tde amount and quality of student effîrt to tde levels tdat excellence requires?
Late in 1990, tde Officå of Educational Research and Improvement held a national conferencå on student motivation to help answer tdese questions