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Professor Colin Rogers

Colin Rogers

Professor

Department: Educational Research

Associated research centres and groups: Centre for Social Justice and Wellbeing in Education, Centre for Technology Enhanced Learning

Current Teaching

Lecturer in Social Psychology of Education.

Research Interests

The motivational processes in educational contexts with a focus on the development of motivational style throughout the primary years of schooling. The motivational and self-esteem consequences of transfer between different educational stages (eg primary to secondary, secondary to tertiary). The relationship between motivational style and classroom behaviour and the consequential links between school ethos, motivation and the behaviour of children. This all ties in with the current concerns with school effectiveness and school improvment.

Recent Publications

Rogers, C. G. (2005). Motivating learning. In P. Tomlinson, J. Dockrell & P. H. Winne (Eds.), Pedagogy - Teaching for learning: British Journal of Educational Psychology, Monograph Series 2: Psychological Aspects of Education - Current Trends. Leicester: British Psychological Society.
Galloway, D., Rogers, C. G., Armstrong, D., & Leo, E. (2004). Ways of understanding motivation. In H. Daniels & A. Edwards (Eds.), The RoutledgeFalmer Reader in Psychology of Education. London: RoutledgeFalmer.
Passey, D., Rogers, C. G., with Machell, J., & McHugh, G. (2004). The Motivational Effect of ICT on Pupils (No. 523). London: DfES.
Passey, D., Rogers, C. G., Machell, J., McHugh, G., & Allaway, D. (2003). The Motivational Effect of ICT on Pupils: Emerging Findings (No. ISBN 1 84478 136 4). London: DfES.
Rogers, C. G., & Smith, L. (2003). Conclusion. In British Journal of Educational Psychology: Monograph Series 2 (pp. 191-207). Leicester: British Psychological Society.
Smith, L., Rogers, C. G., & Tomlinson, P. (2003). Development and Motivation: Joint Perspectives. British Journal of Educational Psychology: Monograph Series 2, 2, 207.
Rogers, C. G. (2002). Developing a positive approach to failure. In M. Peelo & T. Wareham (Eds.), Failing students in higher education. London: Open University Press.
Rogers, C. G. (2002). Teacher expectations: Implications for school improvement. In C. Desforges & R. Fox (Eds.), Teaching and Learning: The essential readings (pp. 152-170). Oxford: Blackwell.
Solomon, Y., & Rogers, C. G. (2001). Motivational Patterns in Disaffected School Students: insights from pupil referral unit clients. British Educational Research Journal, 27(3), 331-346.