Professional Documents
Culture Documents
1. Anderman, E., & Maehr, M. (1994). Motivation and Schooling in the Middle Grades.
Review of Educational Research, 64(2), 287-309.
Key Points: School culture can undermine class activities; fear of future self can lead to demotivation; motivation declines with age
2. Barry, K., & King, L. (1998). Beginning Teaching and Beyond (3rd ed.). Katoomba,
NSW: Social Sciences Press, Peer and Cross-Age Tutoring.
Key Points: heavily associated with improvements in positive self-concept while also
helping to formulate constructive relationships between student and mentor. Enhanced
learning is also generated, both for the student and the mentor/tutor.
Peer and cross-age tutoring stem from Vygotskys idea of zone of proximal
development and is heavily reliant on scaffolding the student in order to help them
bridge the gap between what is already known and what could be known.
3. Christensen, K., Padilla-Walker, L., Busby, D., Hardy, S., & Day, R. (2011).
Relational and social-cognitive correlates of early adolescents forgiveness of parents.
Journal of Adolescence, 34(5), 903-913.
Key Points: that a strong mother-child relationship leads to an easier forgiveness of either
parent; that social skills are learned from parents, so if the relationship is poor, the child
will have trouble making peers.
4. Ewington, J. (1994). Parents perceptions of school effectiveness. In T. Maddock & J.
Woods (Eds.), Theory, Research and Action in Educational Administration (pp. 161173). Hawthorn: ACEA.
Key Points: Parents who are more involved in schools are usually middle class and well
connected locally. Parents from low socioeconomic backgrounds are less likely to get
involved. Explaining to parents with openness, sharing power and offering choice ways
to remove barriers to parental involvement.
5. Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational
Psychology for learning and teaching (3rd ed.). South Melbourne, Vic: Cengage
Learning.
Key Points: Vygotsky (social learning theory), Humanism- educating the whole child by
focusing wellbeing.
10. Wentzel, K., Barry, C., & Caldwell, K. (2004). Friendships in Middle School:
Influences on Motivation and School Adjustment. Journal of Educational
Psychology, 96(2), 195-203.
Key Points: perceived teacher support has a direct link to school interest; that democratic
interactions and expectations based on individuality are factors that create perceived
pedagogical support.