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Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of ...

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Key features of this expanded new edition include: *Focus on School and Classroom Realities --The selection and treatment of motivational principles and strategies is constantly tied to the realities of schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). *Integrates Intrinsic and Extrinsic Principles --The author employs an eclectic approach to motivation that shows how to effectively integrate the use of intrinsic and extrinsic strategies. *Covers Expectancy and Value-Related Topics --Full coverage is given to both the expectancy aspects of motivation (attributions, efficacy perceptions, expectations, confidence, etc) and to value-related topics (relevance, meaningfulness, application potential) and to their associated teacher-student dynamics. *New Chapters --Two theories that have spurred much education-related motivational research in recent years (self-determination theory and achievement-goal theory) have been given their own chapters. *Focus on Individual Differences and Problem Learners --Guidelines are provided for adapting motivational principles to group and individual student differences and for doing "repair work" with students who have become discouraged or disaffected learners. *Expanded Topical Coverage --Expanded coverage has been given to several emerging topics, including self-identity concepts, cross-cultural comparisons, situational interest, stereotype threat, and the rediscovery of John Dewey's motivational ideas. *Improved Pedagogy --Chapter and section introductions and summaries provide an unusual degree of continuity across the book, and its second person writing style is more reader friendly than most textbooks. New to this edition are reflection questions at the end of each chapter. This book is appropriate for any course in the undergraduate or graduate teacher education curriculum that is devoted wholly or partly to the study of student motivation.

Too Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large ...

Too Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large percentage of women who come to adult literacy programs have experienced, or are currently experiencing, violence in their lives. This experience of violence negatively affects their ability to improve their literacy skills. Literacy programs and other educational programs have not integrated this reality into their work. This book builds on extensive research that revealed the wide range of impacts violence has on adult literacy learning. Interviews with counselors and therapists, literacy learners, and educators working in different situations, and a wide range of theoretical and experiential literature, form the basis of the analysis. Educators are offered information to support reconceptualizing programs and practices and making concrete changes that will enable women to learn more effectively. The book makes clear that without an acknowledgment of the impact of violence on learning, women, rather than getting a chance to succeed and improve their literacy skills, get only a chance to fail, confirming to themselves that they really cannot learn. Essential reading for literacy and adult education practitioners, teachers of English as a second language, and education theorists, Too Scared to Learn explores the intersection among trauma, psychological theory, and pedagogy. The book is filled with a wealth of practical ideas, possibilities, and thoughts about what practitioners might do differently in classrooms and educational institutions if we begin to think differently about violence.

The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms. Specifically, the goals of the text are to: help secondary- and college-level science faculty examine and ...

The working model for "helping the learner to learn" presented in this book is relevant to any teaching context, but the focus here is on teaching in secondary and college science classrooms. Specifically, the goals of the text are to: help secondary- and college-level science faculty examine and redefine their roles in the classroom; define for science teachers a framework for thinking about active learning and the creation of an active learning environment; and provide them with the assistance they need to begin building successful active learning environments in their classrooms. Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn is motivated by fundamental changes in education in response to perceptions that students are not adequately acquiring the knowledge and skills necessary to meet current educational and economic goals. The premise of this book is that active learning offers a highly effective approach to meeting the mandate for increased student knowledge, skills, and performance. It is a valuable resource for all teacher trainers in science education and high school and college science teachers.