Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key "take away" practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is "walking the talk." In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a "one-size-fits" all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.

Centers the role of the common good in education research via an original, five-dimensional framework—modelling situated, ethical, collaborative, equitable, and informed studies—to help readers work toward societal relevance as well as scientific rigor. Includes examples from the authors’ classroom-based research, from different disciplinary perspectives, and from essential published studies. Uses case studies to illustrate the diversity and richness of classroom research and its potential impact as their published work is integrated. Connects participatory research, research-practice partnerships, communities of inquiry, collaborative inquiry, and design-based research.

Centers the role of the common good in education research via an original, five-dimensional framework—modelling situated, ethical, collaborative, equitable, and informed studies—to help readers work toward societal relevance as well as scientific rigor. Includes examples from the authors’ classroom-based research, from different disciplinary perspectives, and from essential published studies. Uses case studies to illustrate the diversity and richness of classroom research and its potential impact as their published work is integrated. Connects participatory research, research-practice partnerships, communities of inquiry, collaborative inquiry, and design-based research.

Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key "take away" practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is "walking the talk." In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a "one-size-fits" all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.

The Impact of Teacher Leaders: Case Studies from the Field is designed to celebrate, spotlight, teach, inspire and encourage. First and foremost, the authors wish to celebrate the accomplishments and dedication of teacher leaders. Research clearly shows that teachers have the greatest impact on student achievement. It is also evident that teacher leaders are the bridge between their colleagues in the classrooms, and administrators and parents. Initiatives can be driven, impaired or abandoned based on the support and involvement from teacher leaders.          Teacher leadership is critical in all schools.  For this reason, the authors spotlighted cases from coast to coast in the United States, along with some international examples. In an era when teacher preparation programs have decreased in numbers, statistics are showing that those who successfully complete those programs are not remaining in the field, and veteran teachers are leaving in record numbers, it is important to spotlight the success of teachers through their leadership roles in very different school contexts.  Case studies are an important tool in qualitative research as they provide examples of implementation; examples of relationships between theory and practice; allow close examination of people and contextual situations; allow data collection and analysis, and allows for further study of people, groups, events, reasons and questions. Case studies utilize a variety of sources and use different methods.  For the purposes of this companion publication, purposeful selection spotlighted 24 case studies where the authors interviewed teachers to collect and write narratives about their teacher leadership roles, often focusing on a specific leadership experience. All participating teachers were under a teacher contract at the time of the teacher leadership case study experience and were leading at the building or district level. 

The Impact of Teacher Leaders: Case Studies from the Field is designed to celebrate, spotlight, teach, inspire and encourage. First and foremost, the authors wish to celebrate the accomplishments and dedication of teacher leaders. Research clearly shows that teachers have the greatest impact on student achievement. It is also evident that teacher leaders are the bridge between their colleagues in the classrooms, and administrators and parents. Initiatives can be driven, impaired or abandoned based on the support and involvement from teacher leaders.          Teacher leadership is critical in all schools.  For this reason, the authors spotlighted cases from coast to coast in the United States, along with some international examples. In an era when teacher preparation programs have decreased in numbers, statistics are showing that those who successfully complete those programs are not remaining in the field, and veteran teachers are leaving in record numbers, it is important to spotlight the success of teachers through their leadership roles in very different school contexts.  Case studies are an important tool in qualitative research as they provide examples of implementation; examples of relationships between theory and practice; allow close examination of people and contextual situations; allow data collection and analysis, and allows for further study of people, groups, events, reasons and questions. Case studies utilize a variety of sources and use different methods.  For the purposes of this companion publication, purposeful selection spotlighted 24 case studies where the authors interviewed teachers to collect and write narratives about their teacher leadership roles, often focusing on a specific leadership experience. All participating teachers were under a teacher contract at the time of the teacher leadership case study experience and were leading at the building or district level.