Monday, June 26th, 2017

Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7(2), 234-243.

Bikner-Ahsbahs, A. (2003). A social extension of a psychological interest theory. Honolulu, HI: International Group for the Psychology of Mathematics Education.

Cabrera, A., & Cabrera, E. (2002). Knowledge-sharing dilemmas. Organization Studies, 23(5), 687-710.

Day, C., & Sachs, J. (2005). International handbook on the continuing professional development of teachers. United Kingdom: Open University Press, McGraw-Hill companies.

Eccles, J. S. (1994). Understanding women’s educational and occupational choices. Psychology of Women Quarterly, 18(4), 585-609.

Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York: Guilford Press.

Grove, C. M. (2009). The importance of values-alignment within a role-hierarchy to foster teachers’ motivation for implementing professional development. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(7A).

Filed under Motivation, Theories

Hardre, P. L. B. (2003). The effects of instructional design professional development on teaching performance, perceived competence, self-efficacy, and effectiveness. Dissertation Abstracts International Section A: Humanities and Social Sciences, 63(12-A).

Jesus, S. N. d., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 1 – 147.

Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.

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