Understanding the Relationship between Teacher Behavior and Motivation in Students with Acquired Deafblindness

Autor/inn/en	Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander
Titel	Understanding the Relationship between Teacher Behavior and Motivation in Students with Acquired Deafblindness
Quelle	In: American Annals of the Deaf, 161 (2016) 3, S.314-326 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Correlation; Teacher Behavior; Student Motivation; Deaf Blind; Case Studies; Mixed Methods Research; Learner Engagement; Self Determination; Theories; Video Technology; Observation; Interaction; Teacher Role; Classroom Techniques; Competence; Personal Autonomy; Foreign Countries; Special Schools; Secondary School Students; Coding; Netherlands + Suchen Sie Ihr Suchwort? Korrelation; Teacher behaviour; Lehrerverhalten; Schulische Motivation; Mehrfach Behinderter; Case study; Fallstudie; Case Study; Selbstbestimmung; Theory; Theorie; Beobachtung; Interaktion; Lehrerrolle; Klassenführung; Kompetenz; Individuelle Autonomie; Ausland; Special school; Sonderschule; Sekundarschüler; Codierung; Programmierung; Niederlande
Abstract	Because little is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers' provision of structure, autonomy support, and involvement often cooccurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01