Understanding Culturally Diverse Learners’ Motivation and Engagement Processes as situated in Inquiry-based Learning Context
Bibliographic record
Abstract
Student learning processes, including motivation and engagement, have been identified as malleable and situated in context. We have limited understanding about how to enhance motivation and engagement for culturally diverse learners in todays’ classrooms. To support thinking about that challenge, this work built on research on both culturally responsive teaching (CRT) and self-regulated learning (SRL), each of which identifies pedagogical practices that enhance student engagement and motivation. This study examined how students at a culturally diverse public elementary school in the West Coast of Canada participated in classroom context that integrated CRT and SRL practices. Specifically, this completed pilot study explored culturally diverse learners’ engagement and motivation during an inquiry-based learning project. Data collected included classroom observations, practice records and documents, students’ work samples, teacher and student interviews and student surveys. The results demonstrated: (1) above medium levels of engagement and motivation, among participants, that varied across specific contexts; and (2) associations between culturally diverse learners’ engagement and motivation; and, inquiry-based learning context. Implications for theory, practice, and research are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".