This review of research into motivation begins with the various approaches to increasing academic engagement that have been validated in studies, especially in the past quarter century. Two brief case studies of exceptionally engaging primary teachers, both working in Catholic schools, follow. General findings from qualitative studies of primary grade teaching affirm that engaging teachers fill their classrooms with instruction that promotes motivation and do little that undermines student motivation. This contrasts will less engaging teachers who do less that is motivating and more that undermines academic motivation. Thus, every minute of every day the engaging teachers do what the best educational motivation researchers have identified as effective. The review concludes by recognizing that such engaging instruction is consistent with Catholic philosophy of education.
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Pressley, M., Dolezal, S., Raphael, L., Mohan, L., Roehrig, A., & Bogner, K. (2003). Increasing Academic Motivation in Primary Grades. Journal of Catholic Education, 6 (3). Retrieved from http://digitalcommons.lmu.edu/ce/vol6/iss3/9