Julianne Turner

Contact information

Julianne Turner
Psychology Dept.
118D Haggar Hall
University of Notre Dame
Notre Dame, IN 46556
email: jturner3@nd.edu
Voice: 574/ 631-5473
FAX: 574/ 631-8883

Degrees held/institutions

Ph.D. University of Michigan Education/Psychology
M.Ed. Boston University Reading/Language
B.A. College of New Rochelle French

Honors/awards

Kaneb Teaching Award, College of Arts and Letters, University of Notre Dame, 2004
Semi Finalist, Spencer Postdoctoral Award, National Academy of Education, 1996
Alumni Society Faculty Research Initiation Award, College of Education, Penn State, 1993

Educational research interests

The relation between classroom contexts (specifically, classroom instruction)and students’ motivation to learn; Developing an intervention to help teachers understand and implement principles of motivation in their instruction.

Current educational studies

The Classroom Engagement Project— a 3 year, whole school intervention to enable changes in teacher practices and beliefs that foster student engagement and learning.

Select publications

Turner, J. C., & Patrick, H. (2008). How does Motivation Develop and Why does it Change? Reframing Motivation Research. Educational Psychologist, 43, 1-13.

Turner, J. C. & Meyer, D. K. (in press). Understanding Motivation in Mathematics: What is Happening at School? In K. Wentzel & A. Wigfield (Eds.)., Handbook of Motivation at School. Mahwah, NJ: Erlbaum.

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.

Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 297-317). New York: The Guilford Press

Turner, J. C., & Patrick, H. (2004). Motivational Influences on Student Participation in Classroom Learning Activities. Teachers College Record, 106, 1759–1785

Turner, J.C., Midgley, C., Meyer, D. K., & Patrick, H. (2003). Teacher Discourse and students’ affect and achievement-related behaviors in two high mastery /high performance classrooms. Elementary School Journal, 103, 357-382.

Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. A., Kang, J. & Patrick, H. (2002). The Classroom Environment and Students’ Reports of Avoidance Strategies in Mathematics: A Multi-Method Study. Journal of Educational Psychology, 94, 88-106.

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., 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.

Bio

Turner received her Ph.D. in Psychology and Education from the University of Michigan. She received the Best Dissertation Award from the International Reading Association in 1993 for her investigation of the development of student motivation in different instructional contexts. She received a multi year grant from the Spencer Foundation to study students’ avoidance behaviors in mathematics across the transition to middle school. She has published in the Journal of Educational Psychology, Educational Psychologist, Elementary School Journal, Advances in Motivation and Achievement, Teachers College Record, and Reading Research Quarterly. With Nancy Perry and Debra Meyer, she authored the chapter on The Role of Classroom Contexts in Motivation in the Handbook of Educational Psychology. Turner was a middle school teacher for 12 years.