Education: stances in move 3

Stances in 'Introduction': Education - Introduction 1 - Stances in move 3

(1) Select an 'Introduction' (2) Select a move in that 'Introduction'

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 3
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 3.

Title: How future goals enhance motivation and learning in multicultural classrooms. (Effects of Time Perspective on Student Motivation).
Author(s): Karen Phalet, Iris Andriessen and Willy Lens.
Journal: Educational Psychology Review 16 (1). 2004. p.59.

Clause

Making Move?
(Y/N)

Stances

Move 3, "Present the Present Work," Introduction 1 (*green = Stance Keywords)

20 (Y) Presenting RQs or hypotheses Non Argumentative In view of the many social, cultural, and academic obstacles that minority students encounter, the question of which motivational factors may support minority students' school achievement is a crucial one.

21 (Y) Announcing present research purposively
High Argumentative
This review focuses specifically on the motivational force of future goals in multicultural classrooms, bringing together motivational research in the United States and Europe.

22 (N) support C21
Tentative: mental verb to hypothesize
It is argued that

22.2 (N) support C21 HighArgumentative: to proclaim the future is both highly relevant and of prime importance for school achievement in general, and for the achievement of minority students in particular.

23 (Y) Announcing present research purposively Non Argumentative In the first part of this review, we discuss mixed evidence on the motivational role of the future in sustaining minority students' school engagement and achievement

24 (N) support C23 HighArgumentative: to proclaim Specifically, frequent findings of "resistance to schooling," in spite of future expectations, cast doubt on the motivational force of the future in minority students' school careers.

25 (N) support C23 Non-Argumentative: to present fact Typically, school failure is attributed to a lack of congruence between home and school cultures, or else to limited opportunities for disadvantaged minority youth.

26 Announcing present research purposively Non-Argumentative: to present fact The second part builds on recent developments in motivational research on future time perspective and goal theory, with a view to developing a more fine-grained motivational theory of future goals.

27 (N) anticipate C29-29.2 Tentative: mental verb to hypothesize It is argued that

27.1 (N) anticipate C29-29.2 Med Argumentative:to show higher possibility of future goals may fail to motivate school achievement for two main reasons:

28 (N) anticipate C29-29.2 Med Argumentative:to show higher possibility of Because students may not perceive a clear positive connection between doing well in school and success later in life; and

28.1 (N) anticipate C29-29.2 Med Argumentative:to show higher possibility of because they may not experience future goals as internally driven or self-set goals but rather as externally controlled or imposed from the outside.

29 (Y) Announcing present research purposively Non Argumentative Extending recent motivational research to minority students' school achievement, we conclude that

29.1 (Y) Announcing principal outcomes Tentative future goals will motivate achievement in multicultural classrooms,

29.2 (Y) Announcing principal outcomes Tentative if schools and families succeed in fostering internal regulation along with positive perceptions of instrumentality.?