A Study of Motivational Techniques for Inner-City Math Classrooms: How to Increase Student Engagement While Decreasing Teacher Burn-Out
CitationBarnes, Molly Q. 2019. A Study of Motivational Techniques for Inner-City Math Classrooms: How to Increase Student Engagement While Decreasing Teacher Burn-Out. Master's thesis, Harvard Extension School.
AbstractThis study seeks to ascertain techniques that would not only motivate inner city mathematics but would also support teacher selfcare thus reducing teacher turn over and burnout. In order to complete this objective, six inner city schools were surveyed and their curriculums were researched in depth. In addition, four literature reviews were completed on programs currently being used with great success in the inner city. The study concludes that, while technology may be used to motivate students (each of the curricula studied leaned heavily on technology), those that have had the most success in motivating their students have done so through building relationships, allowing the students autonomy, and instilling in their classrooms the idea that they are a team which never gives up.
Citable link to this pagehttps://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364562
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