ABSTRACT
In the literature on instructional research, the early models of instructional effectiveness have been challenged by several theoretical developments (see Collins et al., 2001; Shuell, 1996, 2001). Following these suggestions, we examine the effects of two different instructional aspects – strategies of classroom management and a constructivist teaching approach – on students’ learning and interest development. Drawing on a multi-perspective framework we combined general teaching features on the class level with students’ individual experiences of their learning processes.
