Respectful Inquiry and Student Motivation 2 Acknowledgements I would like to thank my many professors for their time, expertise, and passion for education. It was a pleasure to learn from you all. I would especially like to thank my committee chair Penée Stewart for her patience and excitement for me to finish this undertaking along with her timely advice and quick response time when I needed guidance. I would like to thank my committee member Stephanie Speicher for teaching me the importance of backward planning which was used in completing this project. I would also like to thank my committee member Ryan Cain for teaching me to be technologically literate as a teacher and to use technology to enhance sound pedagogical practices. I would like to thank Heather for her constant and consistent encouragement. The duration of this project saw a wedding, a house flood, a pandemic, and a new child. This project would not have been completed without your love and support. Lastly, I’d like to thank the faculty and staff at Morgan high school for leading by example in education. You are all talented educators and I thank you for engaging in this important profession with me. Respectful Inquiry and Student Motivation 3 Table of Contents Acknowledgements………………………………………………………………………………..2 Table of Contents………………………………………………………………………………….3 Abstract……………………………………………………………………………………………5 Nature of the Problem……………………………………………………………………………..6 Literature Review………………………………………………………………………………….7 Student Motivation & Engagement Dynamics……………………………………………7 Internal Locus of Control………………………………………………………….8 Students’ Perceptions of Autonomy and Efficacy.………………………………..8 Perceptions of Learning………………..……………………………………...…10 Quality of the Relationship………………………………………………………10 Decreased Motivation Consequences……………………………………………11 Respectful Inquiry and Student Motivation……………………………………………..12 Asking Questions………………………………………………………………..13 Question Openness………………………………………………………………13 Attentive Listening………………………………………………………………14 Student Relationships and Motivation…………………………………………..15 The Role of Schools……………………………………………………………..15 Need for RI Curriculum…………………………………………………………………16 Purpose…….…….……………………………………………………………………………….17Method…….……………………………………………………………………………………..18 Context…………………………………………………………………………………..18 Procedures……………………………………………………………………………….18 Respectful Inquiry and Student Motivation 4 Curriculum Design……………………………………………………………….18 Participants………………………………………………………………………19 Evaluation Form…………………………………………………………………20 Results…………………………………………………………………………………………...20 Learning Objectives……………………………………………………………………..20 Learning Activities………………………………………………………………………22 Canvas Course….………………………………………………………………………..22 Evaluator Feedback………………………………………………………………………25 Discussion………………………………………………………………………………………..27 Insights from Evaluator Feedback……………………………………………………….27 Recommendations………………………………………………………………………..28 Conclusion……………………………………………………………………………….29 References………………………………………………………………………………………..30 Appendix A – Evaluation Form……….…………………………………………………………33 Appendix B – Learning Standards……………………………………………………………….49 IRB Approval…………………………………………………………………………………….53 Respectful Inquiry and Student Motivation 5 Abstract Student academic success is driven by motivation, which is influenced by locus of control, perceptions of autonomy and efficacy, and by relationships developed in school. Student motivation can be enhanced by fulfilling the psychological needs of autonomy, competence, and relatedness as determined by Self-Determination Theory (SDT). These psychological needs can be met in a school setting if teachers will engage in Respectful Inquiry (RI), a motivational strategy that calls for asking open questions and then listening attentively to student feedback. This paper brings light to the research behind student motivation, identifies the need for a formal curriculum to educate teachers on the RI framework, discusses how that curriculum was built, and reflects on insights gained from experienced educators who evaluated the curriculum. Respectful Inquiry and Student Motivation 6 Nature of the Problem Student motivation often declines throughout each school year (Skinner et al., 2008). The lowest levels of motivation occur amongst high school students, with motivations dropping from the beginning of the school year to the end (Patall et al., 2018). There are multiple factors that may contribute to this motivational decline. For example, a decrease in a student’s internal locus of control may cause students to feel like they have no influence over their school outcomes (grades, popularity, etc.), which could cause a decrease in student motivation (Shepherd et al., 2006). Another factor that may decrease students’ motivation is students’ perceptions of their autonomy and efficacy in the classroom (Honicke & Broadbent, 2016; Patall et al., 2018). Additionally, the quality of the relationship developed between the teacher and student correlates with decreases in student motivation (Niebuhr & Niebuhr, 1999; Raufelder et al., 2016). Finally, students who have the perception that learning can only be done by ‘exceptional learners’ can negatively impact motivation and academic performance at all levels of learning (Lin-Siegler et al., 2016). Decreased motivation and engagement in school can adversely impact students’ academic performance and mental health. Lower levels of student academic self-efficacy are correlated with decreases in motivation, which will cause lower amounts of academic success (Honicke & Broadbent, 2016). There is also a higher incidence of high school students dropping out of school when they experience lower levels of motivation and engagement (Alivernini & Lucidi, 2011). Thus, students who do not complete secondary school are more likely to have employment difficulties in adulthood (Bania et al., 2016). There are also mental health issues associated with a lack of motivation and engagement. For example, decreased Respectful Inquiry and Student Motivation 7 student motivation and engagement correlate with an increase in suicide and depression (Björkenstam et al., 2011). For these reasons, efforts to increase student motivation and engagement are essential. Respectful Inquiry (RI) is a tool that can be used to build positive relationships between students and teachers, which has been shown to increase student motivation and academic success (Fredriksen & Rhodes, 2004; Tan et al., 2019). RI is a strategy in which teachers provide positive two-way feedback to the student through the use of verbal and non-verbal communication, use listening skills when the student is expressing themselves, and provide specific, individualized guidance from the teacher when addressing the student (Fredriksen & Rhodes, 2004; Tan et al., 2019). This strategy has been shown to help students to ‘like’ the teacher, which increases motivation and engagement (Montalvo et al., 2007; Niebuhr & Niebuhr, 1999; Raufelder et al., 2016; Tan et al., 2019). Teachers who value the academic outcomes of their students should include RI in their curricula to help elicit growth in students. Literature Review Student Motivation and Engagement Dynamics Motivation is essential for engagement and follow-through (Montalvo et al., 2007). Despite this, student motivation and engagement often decline throughout the course of K-12 education, beginning with the earliest stages of learning (i.e. kindergarten) and continuing through their secondary education “with notable losses during the transitions to middle school and high school” (Skinner et al., 2008, p. 765). These losses in motivation and engagement can have a compounding effect. When a child who has decreases in these areas experiences them more frequently at a younger age, it can become magnified at later levels of education (Skinner et al., 2008). Patall et al. (2018) point out that high school students experience the lowest Respectful Inquiry and Student Motivation 8 levels of motivation and engagement, and that their motivation will decline steadily from the beginning of the school year to the end. Understanding the causes of these decreases could help to combat them and to avoid any associated negative consequences. Internal Locus of Control One contributing factor to motivation and engagement is locus of control (Shepherd et al., 2006). Shepherd et al. (2006) define locus of control as “the tendency of people to ascribe achievements and failures either to internal factors (effort, ability, motivation) or external factors (chance, luck, others’ actions)” (p. 318). For example, if a student feels that they passed a test because of the hard work they put in with studying, they are experiencing an internal locus of control. If that same student fails the test and thinks of their lack of effort in studying as the reason for the failure, they are still experiencing an internal locus of control. External locus of control is essentially when a student perceives that the outcomes of their schooling is dependent on outside influences (teachers, textbooks, peers) for failures or that they ‘just got lucky’ for successes (Shepherd et al., 2006). Shepherd et al. (2006) reported that those students who are classified as having an external locus of control have higher rates of procrastination and find tasks to be more difficult. This lowered rate of task completion and heightened sense of task difficulty correlates with lowered academic achievement (as measured in GPA and letter grades) (Shepherd et al., 2006). Students’ Perceptions of Autonomy and Efficacy Another factor that influences student motivation and engagement is autonomy. Autonomy is the perception that one’s decisions and actions are self-endorsed and arise freely from the individual with little or no influence coming from others (Patall et al., 2018). Feelings of being controlled are the opposite of autonomy and likely result in lowered motivation as Respectful Inquiry and Student Motivation 9 often the individual is more extrinsically motivated (Patall et al., 2018). For example, students who feel pressure from a teacher will likely complete tasks to avoid an external consequence (being yelled at, receiving a poor grade) rather than completing a task because they enjoy the process of the task. Specific teaching practices that undermine students’ sense of autonomy include: using controlling language (e.g., “you must” or “you should”), issuing commands that put pressure on students to act in certain ways, giving external consequences, neglecting and suppressing students’ insights, opinions, and questions, and assigning seemingly meaningless activities (Patall et al., 2018). Efficacy is related to autonomy as both deal with an individual’s perceptions, however, efficacy takes a slightly different role. Self-efficacy (SE) is defined as the judgments individuals make of their capabilities to think about, organize, execute, and assess courses of action that are needed to perform to a desired achievement level (Honicke & Broadbent, 2016). Academic self-efficacy (ASE) situates these judgments within an educational context. ASE has a strong correlation to academic achievement, which is driven by effort regulation, avoidance of academic procrastination, use of processing strategies, parental involvement and goal orientations (Honicke & Broadbent, 2016). Honicke & Broadbent (2016) further explain that when students experience low levels of ASE, they are more likely to have resulting low levels of academic performance due to the student selecting less challenging tasks, lowered student persistence during difficult tasks, and being adaptive to new, more effective learning strategies when the student is faced with failure in a learning task. Student’s perceptions of their level of control (autonomy) and their belief that they are capable of completing an academic task (ASE) are key factors in student motivation and engagement where negative experiences in either will likely result in lower levels of academic performance and achievement. Respectful Inquiry and Student Motivation 10 Perceptions of Learning Student motivation and academic success can also be affected by perceptions of learning. Student perceptions of their ability to learn or accomplish a learning task can impact their eventual learning outcomes. Lin-Siegler et al. (2016) asserted that if people (i.e. students) have the perception that they will be unsuccessful at a learning goal or task, the likelihood that they will push through adverse moments, give total effort, and ultimately complete the task will be greatly diminished. A problem also arises when students believe that they need to be an ‘exceptional talent’ when attempting to learn, in particular in STEM (science, technology, engineering, and math) classes (Lin-Siegler et al., 2016). Lin-Siegler et al. (2016) expound, stating that ‘students with the belief that success in science requires exceptional talent often avoid science classes, give up easily when they experience setbacks in their experiments, and often feel threatened by students who thrive in science classes’ (p. 316). While these findings are situated in the context of science, they may also be applicable in other academic contexts. In summary, students who believe an in-born talent is needed to learn a subject and do not perceive they possess that talent will have less motivation and give less effort to learn the subject matter. Quality of the Relationship A key factor contributing to student motivation and engagement is the quality of relationships students develop with other individuals in the school setting. One such relationship is developed between the student and the teacher. These relationships and the quality of them can affect student motivation and engagement, which correlates with academic achievement (Niebuhr & Niebuhr, 1999). Research has shown that students are more apt to ‘like’ teachers who convey warm involvement with students and allow their students to know Respectful Inquiry and Student Motivation 11 them more deeply (Niebuhr & Niebuhr, 1999). Further data supports this claim and adds that students who report to having a positive relationship with a teacher also report to being more intrinsically motivated to complete tasks for that teacher (Raufelder et al., 2016). This increased motivation results in more academic success. Raufelder et al. (2016) explained that “students who feel disconnected or rejected by teachers tend to move away from internalization while responding only to external contingencies and control” (p. 737). From this, it is apparent that teachers who fail to foster a positive relationship with students and help guide students to internalize their motivations will likely see academic struggles and failures in their students. Decreased Motivation Consequences Students with decreased levels of motivation and engagement in school will experience adverse effects on their academic and personal lives. Academic self-efficacy (ASE) has been shown to be a key motivational variable in self-regulated learning and a predictor of academic success in various learning environments (Honicke & Broadbent, 2016). According to Honicke & Broadbent (2016), “meta-analytic findings suggest that a moderate positive relationship exists between ASE and academic performance” (p. 21). Another study found that students who viewed their high school learning environment as supportive of autonomy (as it relates to ASE stated in a previous section) had higher competence and self-regulation perceptions which can be measured as ASE (Alivernini & Lucidi, 2011). These measures (indicated as ‘relative autonomy index’ or RAI) were “the best predictor of the intention to drop out of school, which was also influenced by SES [socioeconomic status], self-efficacy, and self-reported school grades (Alivernini & Lucidi, 2011, p. 250). Decreased performance in school could be caused by factors such as previous mental illness, antisocial behavior, socioeconomic living Respectful Inquiry and Student Motivation 12 conditions, motivation levels, and parental engagement, all of which correlate with an increase in suicide and depression (Björkenstam et al., 2011). Respectful Inquiry & Student Motivation Respectful Inquiry (RI) is a motivational strategy that utilizes two-way feedback to build leader-follower relationships, improve metacognition, and focus on the success of followers in completing daily objectives (Van Quaquebeke & Felps, 2018). This motivational strategy was originally developed in a business context but has crossover into the academic realm as well, as further research has explored (Tan et al., 2019; Tan et al., 2020). RI is based on self-determination theory (SDT), which posits that there are three innate and universal psychological needs: the need for competence, the need for relatedness, and the need for autonomy (Gagné & Deci, 2005). Competency needs are met when a person feels adequately challenged so that they can experience mastery of a topic, relatedness needs are met when a person feels that they belong or that they share commonality with a greater whole, and autonomy needs are met when a person feels that they are in control and have options in a situation or over a choice (Van Quaquebeke & Felps, 2018). RI attempts to accomplish meeting student psychological needs so they can move from extrinsic motivation to intrinsic, self-directed motivation. As defined by Van Quaquebeke & Felps (2018), “respectful inquiry {is a} multidimensional construct of asking questions in an open way and subsequently listening attentively, which in their interplay, signal the degree to which a person invites an addressee to (continue to) share his/her thoughts on a subject during a conversational episode” (p. 7). The RI framework is made up of verbal (asking questions & question openness), non-verbal (attentive listening), and metacognitive components and these will now be discussed in depth. Respectful Inquiry and Student Motivation 13 Asking Questions The content of a question has meaning but there is power in the simple act of asking a question as it signals to the recipient of the question that the questioner values the opinion of the recipient (Van Quaquebeke & Felps, 2018). This action gives up the appearance of total control over the conversation, allowing the recipient to feel like a member of the conversation. During a study done by Tan et al. (2019), two students commented on the effectiveness of teachers asking questions, stating, “’Teachers are interested…they ask you more questions… they genuinely want to listen to your answer’ (F, all-girls), and ‘(Teachers) asking questions can be a good thing because they make you feel like they are really interested in what you have to say’ (M, co-ed)” (p. 173). Asking questions as part of the RI framework sends the message to the receiver that they have (some) control over the conversation and thus, meets the psychological need of autonomy (Van Quaquebeke & Felps, 2018). Question Openness When a question is open ended, it means it is asked in a way that elicits a detailed, deeply cognitive answer more than that of a closed ended question (Van Quaquebeke & Felps, 2018). For example, questions that begin with words such as why, what, or how are open in that the question provides a signal to the recipient that they may expound within their answers and provide whatever details they see fit, whereas a closed question only provides room for binomial types of answers (yes or no). The more control that is given to the receiver in choosing what answer to give (autonomy), the more they feel like an active participant in the conversation and that the questioner is confident in the ability of the receiver to arrive at a conclusion on their own (Van Quaquebeke & Felps, 2018). When teachers asked open questions such as ‘what are your thoughts on this’, Tan et al. (2019) cited a student who said, Respectful Inquiry and Student Motivation 14 “’Generally the question’s open-ended….extending the question, making you give (an) open-ended response. Makes it sound like they want to hear your views…not just a yes or no answer’ (M, all-boys)” (p. 174). Open-ended questions also helped a student recognize her metacognition, as she stated that “’…before she [teacher] gives us any ideas, she’ll come to us and ask, ‘Where are you going next? What are you going to…how can you make this better without me?’…that kind of thing’ (F, all-girls)” (p. 174). Having high question openness as part of the RI framework sends the message to the receiver that they are capable of deeper levels of reasoning and can experience mastery of a given topic, meeting their psychological need of competence (Van Quaquebeke & Felps, 2018). Attentive Listening When questions are asked, it is a signal to the receiver that their opinions matter and that they are invited to be an active participant in the conversation (Van Quaquebeke & Felps, 2018). This sense of belonging is further amplified by using attentive listening skills such as eye-contact, facial expressions, head nods, and other non-verbal cues that let the other person know you value what they are saying and are processing the information given (Tan et al., 2019). Students recognize when their teachers use attentive listening as evidenced by the Tan et al. (2019) study: “’When they nod or comment back or do those things that make them seem involved…its good-you know they are listening and …makes you feel quite nice because they want to help’ (F, co-ed)” (p. 174). Having attentive listening skills as part of the RI framework sends the message to the receiver that they belong in the conversation, that ‘we (questioner and receiver) are in this together’, and therefore helps to meet their psychological need of relatedness (Van Quaquebeke & Felps, 2018). Respectful Inquiry and Student Motivation 15 Student Relationships & Motivation When a student ‘likes’ a teacher, their level of motivation increases and they are more likely to be interested in the class curriculum, to cooperate with the teacher, to adopt learning goals, to see the value of school in their personal goals, and to persist when tasks become difficult (Montalvo et al., 2007). This increased motivation comes when teachers foster a learning environment that uses and promotes mastery-type learning and has supports for students that provide confidence-building feedback (Montalvo et al., 2007). Other research points out that the teacher-student relationship, if positive, will increase a student’s intrinsic motivation, with the results of these variables being increased student academic achievement (Raufelder et al., 2016). Positive student-peer relationships may also contribute to increased motivation by fostering cohesive student groups with high academic norms (Niebuhr & Niebuhr, 1999). RI provides this to both teachers and students as it fulfills those basic psychological needs (autonomy, competence, relatedness) described in SDT and leads students to experience autonomous motivation, greater recognition of metacognition, and higher academic achievement (Tan et al., 2019; Van Quaquebeke & Felps, 2018). The Role of Schools As the academic demand on students has increased through standardized testing, the obligations for teachers has also increased. Larger student-teacher ratios in the classroom have made it harder for teachers to provide one-on-one, individualized feedback and to develop the meaningful, deep relationships with students that drew many teachers to the profession in the first place (Fredriksen & Rhodes, 2004). Schools and districts should work to increase opportunities for teacher-student bonds while maintaining a high level of rigor and teacher autonomy in their classrooms (Fredriksen & Rhodes, 2004). As discussed by Van Quaquebeke Respectful Inquiry and Student Motivation 16 & Felps (2018), an educator is less likely to engage in RI if the educator is experiencing deficits to their basic psychological needs as described in SDT. In other words, if the teacher is not experiencing a sense of autonomy, competence, and relatedness in their relationships with others (administration, coworkers, and students), they are less likely to engage in the RI system (Van Quaquebeke & Felps, 2018). Decreasing the number of students per classroom or restructuring time to ensure students have more contact and continuity with teachers (homerooms, advising, multiyear teaching assignments) may help establish and maintain positive teacher-student relationships and the implementation of the RI system in the classroom (Fredriksen & Rhodes, 2004). Need for RI Curriculum An effective curriculum to educate teachers on the benefits, process, and data collection methods of RI is needed. Van Quaquebeke & Felps (2018) lay out the RI framework in detail within the context of a business setting with propositions of its potential effectiveness. Tan et al. (2019) and Tan et al. (2020) contain qualitative research that point to the experiences of students and teachers that have engaged in the RI framework, however, no formal curriculum exists currently. Teachers may not employ the RI framework in their classrooms for various reasons. It may be because of a lack of knowledge of the framework’s existence, time constraints involved with implementing the framework, or they haven’t been educated on the benefits of the framework. This study aims to provide a curriculum for the RI framework for secondary educators. Respectful Inquiry and Student Motivation 17 Purpose As evidenced by the literature review, two-way feedback through the RI framework can increase student motivation, which will lead to higher levels of academic success. As of yet, no formal curriculum has been created to educate teachers, administrators, and support staff on the components of RI and how they can be implemented with students. The top-down implementation of the RI framework within a school will yield benefits in motivation to all members of the educational family, with the greatest benefit coming to the students. The goal of this curriculum is to increase academic success (higher GPAs, lower dropout rates, more interest in post-secondary school, etc.) by way of increased motivation. In this project, I created a Canvas course that informs secondary teachers (6th-12th grades) of the RI framework, provides examples of each component of the framework, includes strategies to implement the framework within their own discipline while including technology components as well as face-to-face components and data collection resources to use with students to measure the effectiveness of the RI framework on their classrooms. The course will be self-paced, meaning it can be completed in any timeframe. Administrators would benefit from the knowledge of this framework although the contents of the course will be directed toward teachers in a secondary school setting. This curriculum could be used as a professional development tool by administrators, workshopped at a teaching conference, or explored independently by teachers. To summarize, the purpose of this project is to: 1. Create a curriculum for secondary school teachers that informs them of the components of the RI framework (self-determination theory, asking questions, question openness, and attentive listening) with examples of each. 2. Create a curriculum for secondary school teachers that offers strategies for implementation Respectful Inquiry and Student Motivation 18 within their given discipline while using online learning tools and skills. Canvas will be the learning management system (LMS) used for the curriculum and teachers are encouraged to use Canvas to implement RI with their students. Method Context This curriculum was created using the article by Van Quaquebeke & Felps (2018) titled Respectful Inquiry: A Motivational Account of Leading Through Asking Questions and Listening which details the components of RI. In this article, RI is discussed in a business setting but it focuses on the relationship between leaders and followers (management, subordinates, etc.). The same procedures can be used in an educational setting, as the teacher is seen as a leader and the students as the followers. This could also apply to administration as the leaders and the teachers as the followers; however, this curriculum focuses solely on the teacher-student relationship. Some excerpts from Tan et al. (2019) and Tan et al. (2020) were used to show examples of students’ and teachers’ experiences with RI. After the curriculum was evaluated and revised, it was made into a self-paced Canvas course for secondary teachers. The course can be accessed by contacting the author. Procedures Curriculum Design This curriculum has been developed using several reference materials. The curriculum outline follows the Backwards Planning template for lesson design (Isecke, 2011) as well as Ensuring High-Quality Curriculum to ensure clarity of learning objectives and appropriate levels of rigor for secondary teachers (Lalor, 2017). To align with standards set by the State of Utah for education, the Utah Effective Teaching Standards was referenced in the curriculum Respectful Inquiry and Student Motivation 19 (Utah State Board of Education [USBE], 2013). There are various activities for teachers to participate in and reflect on during their learning. These activities involve strategies used from The Strategic Teacher (Silver et al., 2007). The primary document used for the content of the curriculum is “Respectful Inquiry: A Motivational Account of Leading Through Asking Questions and Listening” (Van Quaquebeke & Felps, 2018). Two other documents were also used as references for previous student experience with RI (Tan et al., 2019) and previous teacher experience with RI (Tan et al. 2020). After the curriculum was developed and the Canvas course was created, the participants completed the course while using the evaluation instrument to critique the curriculum. Their completed evaluations were submitted on paper to the course creator along with information about other learning experiences done during the time given to complete the course. Participants Three professionals in education were asked to provide critique of the curriculum and offer feedback on its effectiveness and usability. One is a curriculum coach for a school district with some years of experience in administration. Another is a veteran high school teacher with over 25 years of experience. The final professional is also a veteran high school teacher with a Master’s degree. These participants were chosen because of their experience in the classroom, their observed interactions with students, and their ease of access for communication. The participants did not have any prior knowledge of the RI framework and were not informed of any components of the framework other than that it is a student motivational strategy. Participants were asked to interact with the Canvas course over the course of a two-week period. Throughout that time, they completed an evaluation of the curriculum to ensure the learning targets were met and to provide critique and feedback for improvement. Participants Respectful Inquiry and Student Motivation 20 participated in this as unpaid volunteers and will remain anonymous. Evaluation Form To assess the effectiveness of the curriculum, an evaluation form was created for participants to complete as they reviewed the curriculum. The form is divided into 3 sections: Learning Objective Alignment, Learning Activity Effectiveness, and Course Usability. Each section has a rubric for the participants to review for each item being assessed. There is also a section for the participants to explain why they gave a certain score. Each participant was given the same two-week period to complete these evaluation forms. Once the forms were completed, information from them was used to revise and improve the curriculum. See Appendix A for a copy of the evaluation form, which is titled Respectful Inquiry as a Means of Improving Student Motivation in High School. Results Learning Objectives Using the backward planning guide found in Backwards Planning template for lesson design (Isecke, 2011 pg. 161-162), six ‘big ideas’ or objectives were developed. These objectives are: Self-Determination Theory (SDT), Respectful Inquiry (RI), Asking Questions (AQ), Question Openness (QO), Attentive Listening (AL), and RI Implementation (I). Each of these objectives contains multiple learning standards to guide learning. A sample section of one objective (Self-Determination Theory) and standards it contains are listed in Table 1 with the full list of learning standards shown in Appendix B. From this point forward, secondary teachers participating in the RI Canvas course will be referred to as ‘trainees’ and any reference to high school students will be indicated as ‘students’. The process to arrive at these objectives and standards included identifying the big ideas Respectful Inquiry and Student Motivation 21 from the content being studied, producing essential questions about each big idea, determining specific understandings that would guide trainees to each big idea, creating learning activities to practice and deepen conceptual learning, and developing assessments to measure trainee learning. The learning objectives are described as ‘Students [trainees] will be able to…’ statements and assessment questions are built from those statements. All information used in the development of the learning content for the curriculum is based on these learning objectives and the various learning standards to be met. Table 1 Self-Determination Theory (SDT) Standards Students will be able to… How to demonstrate Assessment SDT.1 Define SDT and identify the 3 psychological needs that make it up. MC questions on end of unit quiz. SDT.Quiz SDT.2 Define the psychological needs of autonomy, competence, and relatedness. Matching question on end of unit quiz. Discussion board post and comment assignment. SDT.Quiz Self-Determination Theory Discussion SDT.3 Compare and contrast intrinsic motivation and extrinsic motivation. MC questions on end of unit quiz. SDT.Quiz SDT.4 Identify students experiencing autonomous motivation from examples given. Multi Select question on end of unit quiz. Classroom reflection assignment. SDT.Quiz Autonomous Motivation Respectful Inquiry and Student Motivation 22 Learning Activities After the objectives were developed from the supporting documents and the learning material was created, learning activities were designed to deepen and enrich knowledge gained from reading through the curriculum. As mentioned previously, learning activities were developed with the assistance of strategies discussed in The Strategic Teacher (Silver et al., 2007). An example of this is a ‘compare and contrast’ strategy in which the trainee engages in an activity and then sees another person engage in the same activity. They then make comparisons and contrasts to their own work and reflect on the similarities and differences (Silver et al., 2007 pg. 71-82). This strategy is used in the ‘Do I Ask Enough Questions’ assignment in the Asking Questions module. Quizzes, discussions, and student appraisal and reflection assignments made up the various types of learning activities. Planning is necessary for some assignments as they need to be completed with students or with other teachers or trainees. The use of audio/video equipment to record their instructional practices for reflection purposes is needed in some of the assignments so the trainee can accurately assess themselves on various components of the curriculum. These assignments are meant to be opportunities for trainees to apply concepts learned in the curriculum to their own classrooms as well as to cause trainees to reflect on their teaching practices and how each objective can be implemented and improved upon within their current classroom curriculum. Canvas Course Canvas, an LMS utilized by many school districts, was used to organize the curriculum including all the objectives, standards, learning materials, information, learning activities, and assessments. There are six modules that represent each of the objectives listed previously. Respectful Inquiry and Student Motivation 23 Each module has an information page with the learning materials presented. Examples of an information page and a module are provided in Figure 1 & Figure 2 below. Trainees progress through various assessments and learning activities to apply and enrich what was learned about on the information page. Quizzes will be automatically graded on Canvas while discussion posts are graded by the course instructor. All other learning activities will be peer reviewed after each submission has been made. A course syllabus and a teacher [trainee] resource page is provided with information that may be beneficial to those who want to implement the curriculum into their classrooms. Figure 1. Content example for a module in the Respectful Inquiry Canvas curriculum. Adapted from Van Quaquebeke, N., & Felps, W. (2018). Respectful Inquiry: A motivational account of leading through asking questions and listening. Academy of Management Review, 43(1), 5-27. https://doi.org/10.5465/amr.2014.0537 Respectful Inquiry and Student Motivation 24 Figure 2. Example of the progression through a module in the Respectful Inquiry Canvas course. The information page is listed first and assignments can be completed in any order. The pacing for the course is over an 8-week period. Trainees can work ahead into each module but must submit each assignment for peer review by a specified date. The trainee will not have their final score for each assignment until they have been peer reviewed. Trainees can appeal grades given by peers with the course instructor and grades may be revised. Table 2 is provided below that shows the pacing for the course. Table 2 Week Topic Assignments 1 Course Intro, Self-Determination Theory (SDT) • SDT Quiz • Autonomous Motivation • SDT Discussion 2 Respectful Inquiry Framework • RI Quiz • RI Conversation Template 3 Asking Questions • AQ Quiz • Do I Ask Enough Questions? • Student Appraisal: Asking Questions • AQ Discussion Respectful Inquiry and Student Motivation 25 4 Question Openness • QO Quiz • Speak Your Mind • Student Appraisal: Question Openness • QO Discussion 5 Module 1-4 Finished Finish/Peer Review Assignments 6 Attentive Listening • AL Quiz • Listen Up! • Student Appraisal: Attentive Listening • AL Discussion 7 Respectful Inquiry Implementation • Teacher Appraisal: Psych.Needs • Sharing the Wealth • RI Implementation Discussion • RI Implementation Plan 8 Module 5-6 Finished Finish/Peer Review Assignments Evaluator Feedback After a two-week period, evaluator feedback forms were collected. Some themes were then identified, both positives of the curriculum and areas of improvement for the curriculum. All evaluators indicated that the canvas course was user-friendly, meaning that the course was easy to navigate and the requirements were easy to understand. The learning objectives were clearly defined and listed throughout the course. Information presented was clear and obviously in line with the learning objectives for each module. One evaluator pointed out that each module had similar structure so it was easy to identify what had been accomplished and what tasks were left to complete. All links worked properly and the instructions for how to submit assignments was clear and detailed. The evaluators were able to identify areas that needed improvement within the curriculum. Some of the minor fixes that were needed were spacing issues in a multiple choice Respectful Inquiry and Student Motivation 26 question on the quiz in the attentive listening module, positioning a discussion assignment before other assignments in the RI implementation module, changing the title from “RI components” to “RI framework components” in the respectful inquiry module information section, and clarifying some questions in the student analysis assignment in the asking questions module that seemed to be misleading on the student survey. These changes were made to the satisfaction of the evaluators. There were also a few major improvements pointed out by evaluators. The first required a better explanation of the RI conversation template assignment and a more user-friendly template to be provided. Evaluators also asked that a list of the benefits of intrinsically motivated students be listed out on the self-determination theory information page. This would specifically help trainees understand what kinds of behaviors they should be looking for in students as they engaged in the autonomous motivation activity. The evaluators also asked that there be a specific explanation provided that teachers could read to students about the difference between open and closed type questions. This would be read for the survey portion of the student appraisal: question openness activity. One final major modification that was asked for was an explanation on the multidimensional construct of respectful inquiry graphic in the respectful inquiry framework information page. All these changes were made to the satisfaction of the evaluators. Lastly, the evaluators asked for some additions to the curriculum that would be beneficial to any trainees who engage in the course. Some resources are provided at the end of the course to assist trainees in implementing the RI framework into their already existing curricula and the evaluators asked that these resources be expanded. Many resources will be added in the future based on information that will be obtained from discussion board posts. Respectful Inquiry and Student Motivation 27 These will be added based on common themes that are identified along with resources trainees provide in those discussions. Along with resource additions, the evaluators asked that some visual learning tools be added. This could include trainee video examples of the various components of the RI framework being utilized in a classroom setting. As with the expanded resources, these visual learning tools can be obtained through trainee participation in the course and will require some trainees to complete the course as it is now. Discussion Insights from Evaluator Feedback Based on the overall feedback from the 3 evaluators, the curriculum is built in an easy-to-understand way. The learning objectives created have adequate amounts of information, practical application, and assessment to guide learners toward mastery of this motivational strategy. Trainees who progress through the course in the manner intended will gain understanding into their own teaching practices that may support or thwart student motivation. Trainees will also receive feedback on their student’s perceived levels of motivation based on the RI framework components that may or may not be present in the classroom. From there, trainees will be able to set short and long term goals toward implementing the RI framework into their curricula to deepen student motivation, aiming toward intrinsic motivation via satisfaction of the psychological needs of autonomy, competence, and relatedness. Canvas is an effective LMS for delivery of the course to trainees. There may be opportunities to modify the course into a short presentation, daily professional development classes, or as a key-note address at a teachers’ conference. As trainees begin to engage with the curriculum, additions and changes can be made to best fit the needs of the trainees. It is the goal of the content creator of the course that this course be used in new teacher professional Respectful Inquiry and Student Motivation 28 development, utilized by instructional coaches in various schools and districts to benefit struggling teachers, and offered as a course by the Utah State Board of Education (USBE) for re-licensure points for all teachers. Recommendations Quantitative research can be done to test the effectiveness of this curriculum. Administrators can gather student summative data before and after teachers participate in the curriculum. Students can have their perceived levels of motivation measured before and after their teacher implements the RI framework in the classroom. From a group of teachers, half could be asked to complete the curriculum while the other half don’t receive any training on the RI framework. From there, student success levels can be measured. One limitation with this study would be the ethics behind withholding a potentially beneficial training from teachers and the students of those teachers may not experience the benefits of the training. Qualitative type data may also be beneficial to learn more about the effectiveness of this curriculum. Focus groups could point to common themes that are benefits of having teachers engage in this curriculum. After a trainee has completed the RI training, students could meet together with a moderator and respond to questions during a focus group discussion from those topics. Trainees could be asked to do a similar study wherein they discuss how the RI training has affected their teaching practices. The information gained from both of these studies could be compared to the initial results from Tan et al. (2019) and Tan et al. (2020) on students’ and teachers’ perceptions of the impact two-way feedback has on learning. As this instructional framework grows, resources for teachers to help them efficiently implement the RI framework can be developed and added to the course. These could include teacher success stories, rubrics for gathering and giving student feedback, implementation Respectful Inquiry and Student Motivation 29 strategies for all types of classroom settings, assessment tools on student metacognition when two-way feedback is used, modifications needed in the RI framework for students with specialized needs (IEP, 504, etc.), ways to ensure teacher psychological needs are met from administration, and other resources as they emerge. Conclusion Motivational levels amongst students decline as the school year progresses. These lowered levels of motivation are often caused by external locus of control, decreased student self-efficacy, lowered levels of autonomy, and negative relationships with teachers and peers. As these motivational levels drop, so too do academic success levels. This leads to increased rates of students dropping out of high school, increased mental health issues, and increased employment difficulties later in life. For these reasons, student motivation must be cultivated and maintained through meeting the self-determination theory’s psychological needs of autonomy, competence, and relatedness. The respectful inquiry framework aims to meet these psychological needs by focusing on asking questions in an open way and then attentively listening. The curriculum developed that has been discussed in this paper is a tool to educate teachers in a secondary school setting on the importance of meeting student psychological needs through the RI framework. Although this curriculum is designed for teachers, every member of the educational community would benefit from the knowledge of this framework as it is a top-down approach to meeting the psychological needs of all. As psychological needs are met, intrinsic motivation is experienced that leads to greater satisfaction in completing learning tasks. It is the goal of this curriculum to enrich the educational experience for teacher and student so that both experience motivation and success in the learning process. Respectful Inquiry and Student Motivation 30 REFERENCES Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. 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Locus of control and academic achievement in high school students. Psychological Reports, 98(2), 318–322. https://doi.org/10.2466/pr0.98.2.318-322 Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD. Respectful Inquiry and Student Motivation 32 Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781. doi:http://dx.doi.org.hal.weber.edu:2200/10.1037/a0012840 Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2020). Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education, 87. doi:https://doi.org/10.1016/j.tate.2019.102930 Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187. Utah State Board of Education. (2013). Utah effective teaching standards. Retrieved from https://www.schools.utah.gov/file/f0e86540-5617-4166-a701-fea403f2f848 Van Quaquebeke, N., & Felps, W. (2018). Respectful Inquiry: A motivational account of leading through asking questions and listening. Academy of Management Review, 43(1), 5-27. https://doi.org/10.5465/amr.2014.0537 Respectful Inquiry and Student Motivation 33 Appendix A – Evaluation Form Respectful Inquiry as a Means of Improving Student Motivation in High School Instructions As you complete the course, refer to the following rubric. Space is provided in the right-most column of each table to include notes for improvement, critiques, strengths, or overall thoughts on the specific item being evaluated. Please indicate which score you are giving each item in the designated area on each table with an ‘X’. Each item should have one grade only. Space is provided at the end of the rubric for overall strengths of the curriculum and any improvements that should be made. Evaluation Rubric Learning Objective Alignment Using the following scale, please read through the information page found at the beginning of each module and score it based on how well the content addresses the various learning objectives. There are 6 modules and a scoring rubric for each: Self-Determination Theory (SDT), Respectful Inquiry (I), Asking Questions (AQ), Question Openness (QO), Attentive Listening (AL), and Respectful Inquiry Implementation (I). Use the same grading scale for each. Please provide reasoning in the space provided for why you gave the score you did. What was missing? What could be improved? What worked well? Grading Scale: 0 - Learning objective not stated 1 - Learning objective stated with no learning content 2 - Learning objective stated, some learning content, unclear information 3 - Learning objective stated, adequate learning content, information clear and easy to follow 4 - Learning objective stated, linked to other learning objectives, adequate learning content with resources for classroom use, information clear and easy to follow Respectful Inquiry and Student Motivation 34 Self-Determination Theory (SDT) Learning Objectives 0 1 2 3 4 Why did you give it that score? SDT.1 - Define SDT and identify the 3 psychological needs that make it up. SDT.2 - Define the psychological needs of autonomy, competence, and relatedness. STD.3 - Compare and contrast intrinsic motivation and extrinsic motivation. SDT.4 - Identify students experiencing autonomous motivation from examples given. Respectful Inquiry and Student Motivation 35 Respectful Inquiry Framework (RI) Learning Objectives 0 1 2 3 4 Why did you give it that score? RI.1 - Define the RI framework components. RI.2 - Correlate the 3 components of the RI framework with the 3 psychological needs of SDT. RI.3 - Examine the differences between disrespectful inquiry and respectful inquiry. RI.4 - Create a template conversation to demonstrate the structure of an RI interaction with a student. Respectful Inquiry and Student Motivation 36 Asking Questions (AQ) Learning Objectives 0 1 2 3 4 Why did you give it that score? AQ.1 - Describe why asking questions is the fundamental component of the RI framework. AQ.2 - Explain how asking questions fulfills the psychological need of autonomy. AQ.3 - Appraise a student’s level of perceived autonomy when questions are and are not asked, given an example. AQ.4 - Evaluate reasons that teachers don’t ask questions and how those reasons can be overcome. Respectful Inquiry and Student Motivation 37 Question Openness (QO) Learning Objectives 0 1 2 3 4 Why did you give it that score? QO.1 - Define an open type of question and a closed type of question, providing examples of each. QO.2 - Explain how question openness fulfills the psychological need of competence. QO.3 - Appraise a student’s level of perceived competence when open questions are and are not asked, given an example. QO.4 - Evaluate reasons that teachers don’t ask open type questions and how those reasons can be overcome. Respectful Inquiry and Student Motivation 38 Attentive Listening (AL) Learning Objectives 0 1 2 3 4 Why did you give it that score? AL.1 - Define attentive listening and non-attentive listening, providing examples of each. AL.2 - Explain how attentive listening fulfills the psychological need of relatedness. AL.3 - Appraise a student’s level of perceived relatedness when attentive listening is and is not used by the teacher, given an example. AL.4 - Evaluate reasons that teachers don’t attentively listen and how those reasons can be overcome. Respectful Inquiry and Student Motivation 39 Respectful Inquiry Implementation (I) Learning Objectives 0 1 2 3 4 Why did you give it that score? I.1 - Develop a list of benefits to having students who are intrinsically motivated. I.2 - Develop a plan for how to implement 1 part of the RI framework into their current classroom setup. I.3 - Strategize ways to ensure their own RI psychological needs are being met. I.4 - Reflect on experiences in implementing 1 component of the RI framework in current classroom setup. I.5 - Collaborate with a peer and teach the benefits of implementing the RI framework into current classroom setups. Respectful Inquiry and Student Motivation 40 Learning Activity Effectiveness Using the following scale, please read through each of the quizzes/assignments found throughout each module and score it based on how well the learning activity applied information from the module content page. There are 6 modules and a scoring rubric for each learning activity: Self-Determination Theory (SDT), Respectful Inquiry (I), Asking Questions (AQ), Question Openness (QO), Attentive Listening (AL), and Respectful Inquiry Implementation (I). Use the same grading scale for each. Please provide reasoning in the space provided for why you gave the score you did. What was missing? What could be improved? What worked well? Grading Scale: 0 - Learning activity not present 1 - Learning activity present with no instructions or supporting content 2 - Learning activity present, insufficient instruction, supporting content irrelevant 3 - Learning activity present, clear instruction, relevant supporting content, assessment tool used 4 - Learning activity present, clear instruction and example provided, supporting content contains resources for classroom use, assessment tool used with classroom application provided Respectful Inquiry and Student Motivation 41 Self-Determination Theory (SDT) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements SDT Quiz Autonomous Motivation SDT Discussion Respectful Inquiry and Student Motivation 42 Respectful Inquiry Framework (RI) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements RI Quiz RI Conversation Template Respectful Inquiry and Student Motivation 43 Asking Questions (AQ) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements AQ Quiz Do I Ask Enough Questions? Student Appraisal: Asking Questions AQ Discussion Respectful Inquiry and Student Motivation 44 Question Openness (QO) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements QO Quiz Speak Your Mind Student Appraisal: Question Openness QO Discussion Respectful Inquiry and Student Motivation 45 Attentive Listening (AL) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements AL Quiz Listen Up! Student Appraisal: Attentive Listening AL Discussion Respectful Inquiry and Student Motivation 46 Respectful Inquiry Implementation (I) Learning Activities 0 1 2 3 4 Activity Strengths Activity Improvements Teacher Appraisal: Psychological Needs Sharing the Wealth RI Implementation Discussion RI Implementation Plan Respectful Inquiry and Student Motivation 47 Course Usability Using the following scale, please rate various usability points of the canvas course itself. This should look mainly at how user friendly the course was and not on the content or learning activities. 0 - Usability aspect not present 1 - Usability aspect present but needs improvement 2 - Usability aspect present and effective Usability Aspect 0 1 2 Why did you give it that score? Navigation Continuity Course Information Assessments Resources Respectful Inquiry and Student Motivation 48 Overall Curriculum Finally, use the space provided to discuss overall curriculum strengths and curriculum suggestions. Curriculum Strengths (how did the curriculum inform students about topic such as competence, relatedness, and autonomy): Curriculum Suggestions (what should be added, changed, or taken off to make the curriculum more effective at teaching the RI framework): Respectful Inquiry and Student Motivation 49 Appendix B – Learning Standards Self-Determination Theory (SDT) Standards Students will be able to… How to demonstrate Assessment SDT.1 Define SDT and identify the 3 psychological needs that make it up. MC questions on end of unit quiz. SDT.Quiz SDT.2 Define the psychological needs of autonomy, competence, and relatedness. Matching question on end of unit quiz. Discussion board post and comment assignment. SDT.Quiz Self-Determination Theory Discussion SDT.3 Compare and contrast intrinsic motivation and extrinsic motivation. MC questions on end of unit quiz. SDT.Quiz SDT.4 Identify students experiencing autonomous motivation from examples given. Multi Select question on end of unit quiz. Classroom reflection assignment. SDT.Quiz Autonomous Motivation Respectful Inquiry (RI) Standards Students will be able to… How to demonstrate Assessment RI.1 Define the RI framework components. MC questions on end of unit quiz. RI.Quiz RI.2 Correlate the 3 components of the RI framework with the 3 psychological needs of SDT. Matching question on end of unit quiz. RI.Quiz RI.3 Examine the differences between disrespectful inquiry and respectful inquiry. TF questions on end of unit quiz. RI.Quiz Respectful Inquiry and Student Motivation 50 RI.4 Create a template conversation to demonstrate the structure of an RI interaction with a student. MC questions on end of unit quiz. Classroom reflection assignment. RI.Quiz RI Conversation Template Asking Questions (AQ) Standards Students will be able to… How to demonstrate Assessment AQ.1 Describe why asking questions is the fundamental component of the RI framework. MC questions on end of unit quiz. AQ.Quiz AQ.2 Explain how asking questions fulfills the psychological need of autonomy. MC questions on end of unit quiz. Classroom reflection assignment. AQ.Quiz Do I Ask Enough Questions? AQ.3 Appraise a student’s level of perceived autonomy when questions are and are not asked, given an example. Multi Select question on end of unit quiz. Classroom reflection assignment. AQ.Quiz Student Appraisal: Asking Questions AQ.4 Evaluate reasons that teachers don’t ask questions and how those reasons can be overcome. Discussion board post and comment assignment. Asking Questions Discussion Question Openness (QO) Standards Students will be able to… How to demonstrate Assessment QO.1 Define an open type of question and a closed type of question, providing examples of each. MC questions on end of unit quiz. QO.Quiz QO.2 Explain how question openness fulfills the psychological need of competence. MC questions on end of unit quiz. QO.Quiz Speak Your Mind Respectful Inquiry and Student Motivation 51 Classroom reflection assignment. QO.3 Appraise a student’s level of perceived competence when open questions are and are not asked, given an example. Multi Select question on end of unit quiz. Classroom reflection assignment. QO.Quiz Student Appraisal: Question Openness QO.4 Evaluate reasons that teachers don’t ask open type questions and how those reasons can be overcome. Discussion board post and comment assignment. Question Openness Discussion Attentive Listening (AL) Standards Students will be able to… How to demonstrate Assessment AL.1 Define attentive listening and non-attentive listening, providing examples of each. MC questions on end of unit quiz. AL.Quiz AL.2 Explain how attentive listening fulfills the psychological need of relatedness. MC questions on end of unit quiz. Classroom reflection assignment. AL.Quiz Listen Up! AL.3 Appraise a student’s level of perceived relatedness when attentive listening is and is not used by the teacher, given an example. Multi Select question on end of unit quiz. Classroom reflection assignment. AL.Quiz Student Appraisal: Attentive Listening AL.4 Evaluate reasons that teachers don’t attentively listen and how those reasons can be overcome. Discussion board post and comment assignment. Attentive Listening Discussion RI Implementation (I) Standards Students will be able to… How to demonstrate Assessment I.1 Develop a list of benefits to having students who are intrinsically motivated. Discussion board post and comment assignment. RI Implementation Discussion Respectful Inquiry and Student Motivation 52 I.2 Develop a plan for how to implement 1 part of the RI framework into their current classroom setup. Plan implementation assignment. RI Implementation Plan I.3 Strategize ways to ensure their own RI psychological needs are being met. Classroom reflection assignment. Teacher Appraisal: Psychological Needs I.4 Reflect on experiences in implementing 1 component of the RI framework in current classroom setup. Plan implementation assignment. RI Implementation Plan I.5 Collaborate with a peer and teach the benefits of implementing the RI framework into current classroom setups. Classroom reflection assignment. Sharing the Wealth Respectful Inquiry and Student Motivation 53 IRB Approval