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Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice

Niemiec & Ryan

2009

A foundation text for understanding the application of self-determination theory in educational practice. Evidence suggests that teachers’ support of students’ basic psychological needs for autonomy, competence, and relatedness facilitates students’ autonomous self-regulation for learning, academic performance, and wellbeing.

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Alicia HuculakA black and white image of a white woman with long hair.
Alicia is a jr. high humanities teacher just outside of Calgary, Alberta, Canada. She is committed to equity and radical change in education.
An image of the lighthouse with the text Third Coast Learning Collaborative.
Reimagining public middle schools in Western Michigan.
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Listening and learning from 400+ young people & educators.

Alicia Huculak

she/her
Alicia is a jr. high humanities teacher just outside of Calgary, Alberta, Canada. She is committed to equity and radical change in education.

"No Hats Allowed" - A Euro-Centric Tradition that Upholds the Racist Practices Embedded in Colonialism

July 17, 2020

We must look at our practices from an equitable, anti-racist, and trauma-informed stance, rather than considering what we have always done out of sheer tradition.
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The difference with school communities, just looking at a normal mainstream school community, what I perceive is a community where there's lots of external goals. You've got five stickers for being great. You've got three they call them smiley faces or they have a name for something. So there's an external reward for being good. For me, it's just like, "Eh-eh." It's such a fundamentally wrong thing in a community to have that as your basis of if you're good or bad.

Lucy

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