Classroom Structures and Student Motivation: A Study of the Delta Project

The Delta Project involves an interdisciplinary team of 4 middle school teachers and their approximately 100 students working together throughout grades 6, 7, and 8 for the 1990-91, 1991-92, and 1992-93 school years in Elberton (Georgia). The relationships between the classroom structures used by th...

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Bibliographic Details
Main Author Mizelle, Nancy B
Format Report
LanguageEnglish
Published 01.04.1993
Subjects
Classroom Environment
Classroom Techniques
Cooperative Learning
Delta Project GA
Educational Attitudes
Educational Improvement
Elbert County School District GA
Junior High School Students
Junior High Schools
Longitudinal Studies
Looping (Teachers)
Middle School Students
Middle Schools
Program Evaluation
Secondary School Teachers
Self Esteem
Student Attitudes
Student Motivation
Teacher Attitudes
Teaching Methods
Team Teaching
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Summary:The Delta Project involves an interdisciplinary team of 4 middle school teachers and their approximately 100 students working together throughout grades 6, 7, and 8 for the 1990-91, 1991-92, and 1992-93 school years in Elberton (Georgia). The relationships between the classroom structures used by the Delta Team teachers and the motivation of their students for the first 2 years of the project were studied. The project began when the teachers decided to create a new team organization, curriculum, and instruction. Three perspectives are brought together in this study. University-based researchers present an analysis of longitudinal data on the Delta classrooms. Teachers describe the project and its impact on students, and students relate their experiences. Overall, the Delta Project provides empirical evidence of the positive impact of the following practices on student motivation: (1) opportunities for working in groups that accept diversity; (2) opportunities for personally significant learning experiences; (3) opportunities for self-evaluation; and (4) opportunities to view mistakes as normal parts of the learning process. In general, students' self-esteem and attitudes toward school improved during the 2 years of the study. Students particularly liked staying together for 3 years. (Contains 22 references.) (SLD)