Dissertation/Thesis Abstract

Teacher and Student Motivation in the Classroom
by Hanlon, Megan, Ed.D., Southern Illinois University at Edwardsville, 2015, 94; 3702667
Abstract (Summary)

Identifying teacher knowledge of motivational and engaging practices and barriers preventing them from using such practices.

Indexing (document details)
Advisor: Puchner, Laurie
Commitee: Breck, Susan, Buckley, Phillip
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 76/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Teacher education
Keywords: Barriers, Knowledge of engaging practices, Knowledge of motivating practices
Publication Number: 3702667
ISBN: 978-1-321-74101-8
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