Bentham, Susan; (2016) Improving pupil motivation together. Doctoral thesis (Ed.D), UCL (University College London).

Preview

Text Bentham_1476980_thesis_sig-removed.pdf Download (6MB) | Preview

Abstract

This study explored whether a programme for Secondary Teachers and their Teaching Assistants (TAs), entitled ‘Improving Pupil Motivation Together’, impacted on their working relationships and on pupils’ motivation, behaviour and engagement. Many researchers (e.g. Blatchford et al., 2012; Howes, 2003) argue for the need for research to examine the impact that Teaching Assistants (TAs) have on raising standards in schools. Alborz et al. (2009, p.2) acknowledged that, ‘collaborative working is required if TA support is to be employed to its best effect’ and as such joint-training could be seen as a way forward. Many researchers (e.g. TDA, 2012; Earley & Porritt, 2014) cite effective Professional Development as one of the best ways to raise the quality of teaching and learning. However, in relation to embedding change in teaching practice there has been a lack of systematic research (TDA, 2012) on the impact of professional development. This study involved teachers and TAs participating in a 15-session programme focusing on motivational theory and practical strategies to enhance pupil outcomes. Teachers and TAs were asked in pairs to select focus pupils deemed to have motivational challenges. To measure the impact of the training, data were collected before, during and post programme on the nature of the teacher/TA relationships and pupil outcomes. Research methods utilised included: field notes, interviews and measures of pupil participation and self-regulation. In reviewing the impact on the focus pupils there were mixed results; for some pupils there were considerable improvements in some aspects at some moments of time, as perceived by the teachers/TAs, but the momentum for positive change was difficult to maintain. Further, the programme led to reported improvements in teacher/TA working relationships in regard to: time to plan and feedback; enhanced perception of the value of teamwork; mutually constructive dialogue; and increased TA knowledge. Recommendations include: the value of joint CPD focusing on raising motivational awareness and the need for further research to explore the potential of such programmes for engaging disengaged pupils; the inclusion of input on collaborative ways of working within initial teaching training programmes and further research into what constitutes effective joint CPD for teachers and TAs.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item