Motivation in the classroom thesis

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Thesis; Students Homework Motivation

This thesis reports on a qualitative case study that explores the perceptions of seven elementary school teachers on the concept of media educational practices in the classroom. This study explores the opinions of selected elementary school teachers concerning media educational practices in the elementary classrooms. These perspectives may assist learners to explore their self-identities, develop critical thinking, express and practice creativity, represent their social position, and foster critical consciousness.

The study participants included seven elementary school teachers who have adopted various modes of media educational practices in their teaching praxis utilizing technology and their conceptualizations of media education. Three sub-questions have been used to inform the primary research question in three categories of contexts, processes, and outcomes.

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Through data collected by a semi-structured interviewing method, this study describes and analyzes personal teaching experiences of elementary teachers to provide a deeper understanding of the context of media education, the instructional process for developing critical thinking and creative expression, and the criteria for measuring competencies in media education outcomes.

The findings of this study provide insights into the importance of cross-curricular integration of media educational practices associated with critical thinking and creative expressions in elementary classrooms. These practices play a significant role for both students and teachers in becoming change agents in a dynamic teaching and learning environment that promotes critical thinking, creativity, and positive transformation for self and community. Triple Learning: The Journey from Student to Scholar emanates from a phenomenological exploration of the lived experiences of six international graduate students studying at the University of Saskatchewan.

Grounded in the knowledge of the growing numbers of students studying at post-secondary institutions, I aimed to unearth and re-present the daily lives of the selected participants to shed light on the experience of being an international graduate student. A phenomenological inquiry through in-depth and semi-structured interviews and observations, undergirded by an interdisciplinary culture, allowed me to explore their daily experiences.

Exploring and airing their daily practices, though difficult, illuminated the worlds of international graduate students as they study in and negotiate communities of practice overseas. Furthermore, by examining and ventilating their stories I was able to portray and clarify the essence or meaning of being an international graduate student at a Canadian university in a new way.

Students lack interest or motivation

This research reaches into the lives of the selected students uniquely, revealing their personal and academic experiences while studying at the university. To date, such experiences have been minimally addressed by university officials and prior qualitative research. The anecdotes and reflections shared by participants bordered on and were based in lingua-cultural, social, and academic adaptations, and, ultimately, transformation. Participants were enthralled by the adaptive process of living in a new community.

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Being newcomers, these students viewed themselves fundamentally as outsiders within the community of practice. Essentially, findings pointed to the international graduate experience being similar to advancing from student to scholar. Through participation in the academic community of practice, they were learning to become independent scholars in the university. Participant accomplished the non-linear movement from student to scholar by seeking to engage in the communities of practice through situated learning and a process of triple learning.

Qualitative data revealed that, in learning, participants were constantly weaving around and through three distinct registers of English lingua-cultures. They were negotiating the English lingua-culture acquired in their home countries, which positioned English as a formal language; that of the provincial community, which seemingly was less formal; and the academic English language specific to their area of study in the university.

The academic language includes a variety of discipline-specific language skills, such as vocabulary, syntax, and discipline-specific terminology, and rhetorical conventions that allow students to acquire and develop knowledge and academic skills. These lingua cultures differed significantly, so students constantly shifted among the three to make approximations deemed appropriate for their academic purposes. A significant implication of this research is that it highlights the daily experiences of international graduate students, their perceptions, and conceptualized meanings of these experiences.

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