Category: Poster

86 - Informing Teacher Reflection Using Teacher vs. Student Perceptions of Motivation in the Classroom

Saturday, Nov 11
12:00 PM – 1:00 PM

Teachers who meaningfully motivate their students often become more motivated teachers. This session is based on a mixed methods study that first compared gifted students’ and teachers’ perceptions about the motivational techniques used in instruction (collected through two quantitative instruments). Following this, the study explored how this comparison provided meaningful information for teacher reflection on instructional quality and improvement. As teachers solicit and use student feedback, both parties become more motivated and engaged, their educational experiences become more effective and enriched, and a continuous instructional improvement cycle repeats itself again and again. Motivational theory and research on teacher reflection provide the backdrop for this presentation.

Kristen Seward

Clinical Faculty
Purdue University
West Lafayette, Indiana

Kristen Seward, Ph.D., has over 17 years in K-12 public schools as an English teacher, at-risk counselor, and guidance director. As a Clinical Assistant Professor at Purdue University, she enjoys teaching undergraduate and graduate level classes and conducting research in gifted education. She also supervises youth enrichment programs year-round as Associate Director of the Gifted Education Resource Institute. Kristen has spoken to many parent groups, students, and K-12 educators regarding various topics related to the education of gifted students, including meeting their needs in the classroom, in the counseling office, and at home. Her research interests include the affective needs of gifted students, gifted education in rural contexts, gifted education teaching and learning for all students, and professional development. A mother of four children, Kristen enjoys spending time with her family, attending sporting events of all kinds, singing, gardening, and cooking.