This qualitative study focused on teacher's beliefs about students' motivation for reading and how teachers act on those beliefs in classrooms. After conducting five focus groups of teachers, researchers analyzed and interpreted transcripts to identify major themes. While instructional
processes mediated the building of relationships between teacher and student, relationship building emerged as a major motivational theme. A model of teacher-student interpersonal relationships reflecting the role of bonding between teacher and students is presented. Work on student identity
emerged as an important outcome for teachers. Researchers recommend revision of a widely utilized engagement model of reading development and explore the implications of teacher-student bonds for future research.
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Document Type: Research Article
Professor Emeritus, Division of Curriculum and Instruction, California State University, Los Angeles, California
Division of Engineering Education, University of Southern California, Los Angeles, California
Department of Reading, California State University, Fullerton, California
February 17, 2015
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