Running head: ASSIGNMENT 1 – LITERATURE REVIEW: TPE 1 1

Assignment 1 – Literature Review: TPE 1

Rachel Wexler

National University

In partial fulfillment of the requirements for

TED 690−Capstone

Daniel Weintraub
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Abstract

This assignment includes a review of one of the Journal of Educational Psychology’s articles,

“Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but

Autonomy Support and Structure”, written by Hyungshim Jang of University of Wisconsin,

Johnmarshall Reeve of Korea University, and Edward L. Deci of University of Rochester. This

supporting literature in relation to the competencies in TPE 1 (Engaging and Support All

Students in Learning) investigates the instructional style of autonomy support and structure and

how it contributes to high levels of student engagement in the classroom.

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In Deci, Jang, and Reeve’s article “Engaging Students in Learning Activities: It Is Not

Autonomy Support or Structure but Autonomy Support and Structure” they investigate the

importance of the effect engagement in the classroom has on students learning as well as how the

teachers teaching style contributes to the level of student engagement. This literature supports

and closely aligns with TPE 1 ‘Engaging and Supporting All Students in Learning’, which

outlines how teachers should become proficient in creating a classroom environment and using a

variety of instructional principles that contribute to equitable participation and engagement of all

students.

TPE 1 describes the importance of connecting “subject matter to real-life contexts and

providing active learning experiences to engage student interest, support student motivation, and

allow students to extend their learning” (Commission on Teacher Credentialing, 2016). This

involves delivering content that considers students personal interests, is responsive to students’

strengths and needs, and allows students to take responsibility of and be in control of their

learning. This style of teaching is described by Deci, Jang, and Reeve in their article as an

autonomy-supportive teaching style, which embodies the idea of creating opportunities for

students to work in their own way and offering instruction and activities that coordinate with

students interests. One of the underlying reasons students benefit from this style of teaching,

which mirrors the skills and abilities outlined in TPE 1, is that this style “supports students’

internal perceived locus of causality, experience of volition, and sense of choice during learning

activities” (Jang, Reeve, & Deci, 2010).

Another very important aspect of TPE 1 is the indication that teachers should “use a

variety of instructional principles and approaches such as UDL and linguistic scaffolding to

assure active and equitable participation of all students and to promote engagement of all
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students” (Commission on Teacher Credentialing, 2016). The Universal Design for Learning

(UDL) approach focuses on offering flexibility in the way’s students access and engage with

material. This includes offering information in more than one format, providing students with

choice in how they demonstrate their knowledge, and supporting all abilities through scaffolding

and modifications. When we approach instruction in this manner we are ensuring our students

are supported regardless of their learning differences, we are helping our students better learn

and retain important skills, and we are reducing the amount of frustration, boredom, and

discouragement in the classroom.

Just as the Teacher Performance Expectations and Jang, Reeve, and Deci outline in their

article, it is extremely important for student success that teachers approach instruction in a way

that engages and supports students through flexibility and motivation. Doing so creates a

learning environment where students are actively engaged in their learning, utilize critical

thinking, and interact with curriculum under an approach that aids in reaching students of all

levels. This finding is supported by Deci, Jang, and Reeve who indicate that “students with

autonomy-supportive teachers, compared to students’ with controlling teachers, display an

impressive and wide range of positive educational outcomes” (Jang, Reeve, & Deci, 2010).

Being cognizant and intentional about the elements in TPE 1 is not only important in the

ongoing development as a teacher, but the success of students. Using the skills embedded within

the TPE’s as a foundation and guide to continue to grow and develop in the profession,

simultaneously allows the continued the growth and development of our students. When we as

teachers take the time to get to know our students and incorporate their interests into their

learning through a range of activities and support, their level of engagement and motivation sky

rockets, which subsequently leads to greater comprehension. When content connects to what a
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student likes to do they are more driven to spend time exploring the topic and making

meaningful connections. It is our job as educators to create the environment and opportunities

that allow students to have these experiences and thrive, and it is the abilities, skills, and

knowledge within the TPEs that can help us be successful in doing so.

References
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Commission on Teacher Credentialing. (2016). California teaching performance expectations

[PDF file]. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2016.pdf

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not

autonomy support or structure but autonomy support and structure. Journal of

Educational Psychology, 102(3), 588-600. doi:10.1037/a0019682