Julianne C. Turner
Ph.D., University of Michigan, Ann Arbor
Dr. Turner's interests are in the relationship between student motivation and learning and classroom and school contexts. She has investigated factors that contribute to motivation for literacy in primary grade children, on children's intrinsic motivation for and involvement in learning mathematics in upper elementary and middle school classrooms, and on the development of students' avoidance goals in mathematics across the transition to middle school.
She is currently involved in a collaboration with intermediate school math teachers, focusing on teachers’ understanding of and application of principles of motivation and how teachers change their beliefs and instructional practices. Dr. Turner is particularly interested in an ecological approach to research that examines the interaction of phenomena at the personal, interpersonal, and organizational levels. She uses a combination of quantitative and qualitative methods including surveys, interviews, and observations whose goal is to understand individuals and their contexts. She teaches courses related to aspects of educational psychology such as motivation, emotion, and learning and instruction in literacy and mathematics.
Turner, J. C., Warzon, K. B., & Christensen, A. L. (2011). Motivating Mathematics Learning: Changes in Teachers’ Practices and Beliefs during a Nine-Month Collaboration. American Educational Research Journal, 48, 718 - 762.
Turner, J. C., & Patrick, H. (2008). How does Motivation Develop and Why does it Change? Reframing Motivation Research. Educational Psychologist, 43, 1-13
Perry, N., Turner, J. C., & Meyer, D.K. (2006). Student Engagement in the classroom. In P. Alexander and P. Winne (Eds.), Handbook of Educational Psychology (pp.327-348). Mahwah, NJ: Erlbaum.
Turner, J. C., & Patrick, H. (2004). Motivational Influences on Student Participation in Classroom Learning Activities. Teachers College Record, 106, 1759–1785.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership. Educational Psychologist, 39, 97–110.
Patrick, H., Turner, J. C. Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105, 1521-1558.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang. Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88-106.
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37, 107-114.
Turner, J. C., & Meyer, D. K. (2000) Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85.
Turner, J. C. & Meyer, D. K. (1999). Integrating classroom context into motivation theory and research: Rationales, methods, and implications. In T. Urdan. M. Maehr, & P. R. Pintrich, (Ed.), Advances in motivation (vol. 11, pp. 87-121). Greenwich CT: JAI Press.
Turner, J. C., Thorpe, P. K., & Meyer, D.K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M., & Thomas, C. (1998). Creating Contexts for Involvement in Mathematics. Journal of Educational Psychology, 90, 730-745.
Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30, 410-441.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). New York: Longman.
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