The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.

American democracy is at a critical crossroads. Rancor, division, and suspicion are the unfortunate byproducts of the contentious 2016 presidential election. The election also bred a measure of civic uncertainty where citizens of all ages struggle to find and define their roles within a functioning democracy. No Reluctant Citizens: Teaching Civics in K-12 Classrooms is designed to help social studies teachers reinforce the centrality of civic education through a series of hands-on, participatory, and empowering activities. From civic literacy to human rights, from service learning to controversial issues, No Reluctant Citizens: Teaching Civics in K-12 Classrooms explores an array of topics that ultimately provides K-12 students the conceptual and practical tools to become civically engaged.

This illustrated edition retains Willy Pogany's original drawings. Master storyteller Padraic Colum's rich, musical voice captures all the magic and majesty of the Norse sagas in his retellings of the adventures of the gods and goddesses who lived in the Northern paradise of Asgard before the dawn of history. Here are the matchless tales of All-Father Odin, who crosses the Rainbow Bridge to walk among men in Midgard and sacrifices his right eye to drink from the Well of Wisdom; of Thor, whose mighty hammer defends Asgard; of Loki, whose mischievous cunning leads him to treachery against the gods; of giants, dragons, dwarfs and Valkyries; and of the terrible last battle that destroyed their world. These ancient stories from Northern Europe, which make up one of the great myth cycles of Western civilization, spring to life in The Children of Odin. The late Padraic Colum was a poet, playwright, founder of the Irish Review and a leader of the Irish Renaissance, but he is perhaps best known today for his outstanding books for children. He was awarded the Regina Medal in 1961 for his "distinguished contribution to children's literature," honoring works like The Children's Homer, The Golden Fleece (a Newbery Honor Book), The Arabian Nights, The King of Ireland's Son and Roofs of Gold.