motivation) and tied together in a manner that would impress leaders in this
field. Perhaps the most useful information for the college teacher is the
model Pintrich provides of factors influencing a student's motivation. The
reader should be left not only with a better understanding of classroom
variables that a teacher can control in order to get students to be highly
motivated to learn a subject but also with ways to measure whether the
students are becoming highly motivated.

The chapter by Moore on epistemology is compatible with the previous
two chapters in the sense that it emphasizes student characteristics. Moore
suggests that students may have different learning styles and that teachers
should adjust their instructional techniques to accommodate each student.
Here, the transformation of the learner, rather than the transformation of
knowledge, is seen as the most important outcome. Students will learn if
they are given the opportunity to take risks and discover on their own, but
they also need constant support from the teacher.

The chapter by Carskadon deals with the variety of personality types that
teachers will encounter in their classrooms. Like Moore, Carskadon suggests
reaching all students by making a few small ad adjustments in teaching meth-
ods. For example, some students need concrete examples from audiovisuals,
whereas others get more from a good textbook. Teachers need to be aware
of different personality types so that they can reach all students.

-2-