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Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these ...

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these goals. The purpose of this new edition is the same as the first-to present information from the current knowledge base in motivation that offers hope and possibilities for educators-teachers, parents, coaches, administrators-to enhance motivation for achievement. Motivation for Achievement: Possibilities for Teaching and Learning, Second Edition features: Strategy Boxes, providing guidelines and specific applications for using the various concepts presented; Exhibit Boxes, including forms that teachers might use for students, and examples of teacher beliefs and practices, and samples of student work; Reflections that pose questions to stimulate the reader's thinking about motivational issues inherent in the persons' topics, experiences, and beliefs; Points for Review, summarizing key concepts in each chapter; and Tables and Graphic Illustrations that aid the understanding of concepts. New in the Second Edition: increased emphasis throughout on educational reform, standards for achievement, and high-stakes testing as they relate to motivation; new material on attributional bias (ch. 2); recent research on achievement goal theory, especially performance goals with distinctions between performance approach and performance avoidance goals (ch. 3); phases of self-regulation; examples of classroom interventions to support self-regulation (ch. 5); task value beliefs; enhancing intrinsic motivation (ch. 8); feedback relating to use of rubrics for evaluation and motivation; and updates of the literature and research on all topics and reorganized and/or expanded material on: ability and effort framework (ch. 1); gender and help-seeking; attributional feedback (ch. 2); concepts of ability; self-worth; achievement goals and achievement anxiety (ch. 4); teacher motivation; influence of SES and ethnicity on forming expectations; student awareness of differential treatment; teacher efficacy (ch. 6); cultural identity and achievement; teacher support (ch. 7); interest and motivation; intrinsic and extrinsic motivation; evaluation (ch. 8); issues and concerns; possibilities for equality (ch. 9).

Krahenbuhl explains with clarity how one can improve his or her chances for success in the role of dean. According to the author, the major key to success is preparedness. Those individuals who succeed in this role are not so much the benefactors of chance as they are those who are prepared. Thus ...

Krahenbuhl explains with clarity how one can improve his or her chances for success in the role of dean. According to the author, the major key to success is preparedness. Those individuals who succeed in this role are not so much the benefactors of chance as they are those who are prepared. Thus, each chapter offers information, observations, and examples that give insight into the role of dean. Attention is given to the review of personal attributes, sound habits, essential understandings, and basic skills observed in successful deans, and more broadly in successful leaders. Krahenbuhl believes successful deans are those who are able to imagine the possibilities for growth and improvement that exist within their institutions, those with vision.