Steele, C.M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797-811.

Over all this article was very detailed and i found myself getting lost a lot. I found all the studies to be very interesting in both how they tested the people and what the results were. the article was very detailed about the 3 studies . They used different versions of the SAT to gather their information.

I enjoyed this article as far as understanding their overall results. While reading this article i found myself getting lost while reading about all the ways that they did the studies. I did like how they broke down every part of the study as far as the overall goal, method, procedure, and results. sometimes this was helpful in understanding the study and other times it made the study more confusing.

Dweck, C. (1999). Caution: Praise can be dangerous. American Educator, 23(1), 4-9

This article was about deciding if motivation is a good thing or a bad thing? or When motivation is a positive thing and when it can be negative. It gave us examples that we could relate to as students and see how these same types of movtivation affected others. It allowed us to good and bad ways to motivate my students through examples.

After reading this i have learned ways that can be very motivational compared to ways that are the exact opposite than what everyone might think. this article has allowed me to see motivation from both the point of view of a teacher and that of the students. i have also thought of other ways that might motivate students that are not the exact same as the examples in the article but they may have the same effect.

Brophy, J. (2010). Motivating students to learn. New York: Routledge. Chapter 1. Students motivation: The teachers' perspective.

This chapter covers the theories of human motivation. With an emphasis on reactive responses to pressures as well as on intrinsically motativated, Self-determined actions. Along with this we learn about Martin Ford's taxonomy of 24 goals arranged within six categories: Affective goals, Cognitive goals, Subjective organization goals, Self-assertive social relationship goals, Integrative social relationship goals, and Task goals.

While reading this passage I would look back on my schooling experence and point out which teachers helped with my learning motivation and which one didn't. I noticed that those that didn't help with my motivation where those teachers that had the boring lessons. The lessons that were boring were the ones where we had to sit at our desks all day compared to the other teachers lessons were we were more hands on and moving.

Mayer, R. E. (2001). What good is educational psychology? The case of cognition and instruction. Educational Psychology, 36(2), 83-88.



In general this article talked about the history of both education in relation to psychology and psychology in relation education. Mayer talked about the previous theorys about how students learn based on studies done through psychology and how they have affected education and visa versa. He also talked about different learning strategies. For example, rehearsal strategies to learn letter and what they sound like.

Before i read this article i wasn't sure how psychology and education could relate and benefit each other. After reading this article i see exactly how they fit together. I feel that some of the stratrgies that he talks about could really have that effect on students. It got me thinking about other programs that could be started to help with other struggles that students have.