Submission of this paper to the Faculty predates date of submission to the Digital Commons. This document was received by the Digital Commons on August 29, 2007 and posted on September 14, 2007. Original document was submitted as an honors thesis requirement.

Document Type



Implementing motivation strategies in elementary urban public schools can be challenging because of contextual factors such as socioeconomic status, race/ethnicity, culture, physical and emotional health, and prior learning experiences. This thesis focuses on 1) how urban public school teachers can effectively motivate their students in spite of these factors, and 2)whether their motivation efforts really influence students' desire to achieve. Interview protocols and a survey instrument will be probed, and data will be collected from New York City public school teachers and from their general education elementary school students. The results of the study can be used to customize motivational approaches for classroom leadership in this unique but critical context.