What do they Really want? Student Voices and Motivation Research

Daniels, E. & Aropostathis, M. (2005), What do they Really want? Student Voices and Motivation Research, Urban Education, 40, 34-59
Summary/ Analysis:

This article discusses the findings or Erika Daniels and Mark Aropostathis after conducting research with students considered to be reluctant learners. The clearly define this population and describe the high school setting in which their study took place. They provide detailed information regarding how students where chosen, how data was obtained and even provide information that clears up any bias’ in their study.

The strength of the article comes from the clear voice in which it is written. I easily understood and even identified with the audience they were addressing. I found it intriguing that they also included direct quotations from the students they interviewed. This allowed me to imagine faces with the voices. The study only included 4 students from a pool of 116, which, even though I identified with their ideas, seemed a rather small pool to truly measure reason from. Other esearch was used to support student comments.

This article intrigued me because I saw the faces of my students who I have struggled with over the years. I see potential in many, but am unsure of what I can do to re-engage them into wanting to learn. It is difficult to balance the job of needing to cover the curriculum while also allowing students more choice in order to engage them.

Relevant Quotes/concepts:

“In this article, the term reluctant learner describes the student who possess the ability to achieve…In spite their abilities, however, they choose not to participate in school learning experiences.” (35)

“One source of disengagement appears to stem from the disconnect between students’ interests and abilities and the skills and abilities that schools value”(37)

“ One of the most notable findings was that the participants rarely referred to poverty, violence, or other difficulties that can be a part of growing up in an urban setting, The students’ comments indicate that teachers can create classrooms that foster engagement regardless of any outside influences…” (44)