The influence of culture on learning and motivation has been the topic of much research in recent years. Educational and psychological researchers are now aware that the findings of their studies may not apply to other cultures, and that in this age of globalization and multiculturalism it is very important to examine the applicability of psychoeducational constructs to other cultures. Understanding learning and motivational characteristics of students of diverse backgrounds will enable educators to develop appropriate curriculum and teaching strategies to motivate these students. The aim of this book is to present research findings and views of scholars and researchers in the field of motivation and learning, from a multicultural and international perspective. Educators and scholars from different parts of the world have examined recent learning and motivation theories in different cultural contexts in order to explore the dynamics of sociocultural processes affecting student motivation. Others have focused on teaching and learning strategies that are known to be effective with culturally diverse students.

A volume in Research in Multicultural Education and International Perspectives Series Editors Farideh Salili and Rumjahn Hoosain, The University of Hong Kong Education, East and West, is today mostly Western in orientation. Asian perspectives remain relatively unrepresented in curricula, pedagogy and administrative structures. This volume has brought together authors researching in Asia who redress this imbalance and describe what the West can learn from the East. Topics covered include conceptions of and approaches to effective learning and teaching, self-regulated learning, perceived causes of success and failure, valuing of education, peer influences and classroom behavior, creativity, teacher commitment, class size, motivation, future goals, and other influences on effective learning. Shared insights from the research and theorizing presented should provide a fascinating perspectives for educators and administrators charged with providing cutting-edge, research-based educational best practices in diverse cultural and social environments internationally.

The National Association for Multicultural Education in Washington, D.C., listed a number of issues that the school curriculum should address with reference to multicultural education, including racism, sexism, classism, linguicism, ablism, ageism, heterosexism, and religious intolerance. It is noteworthy that of all these issues, religion is about the only one that throughout history people are willing to die for, although whether what is at issue is really religion or other things such as territory is another matter. It is also interesting that all the others have isms in their names but religious issues are characterized by intolerance. Perhaps we should try to understand this intolerance and look at what steps might help to alleviate it. However, while intolerance might seem a simple thing, understanding what is behind it and how it plays such a crucial role in religion requires what we refer to in the Introduction chapter as a multifaceted approach at multiple levels. It is not enough just to try to dispel stereotypes of followers of other religions, or to point out commonalities in world religions. We should, for example, try to understand and appreciate how adherents of other religions try to answer questions regarding their adaptation to the contemporary environment. It is through understanding how different religions coexist side by side at various levels that we truly come to learn about religion in multicultural education.

A study of teaching, learning and motivation in a multicultural context. It is divided into sections on: theoretical and methodological perspectives - issues and applications; multicultural perspectives on teaching and teacher education; and success and failure in multicultural settings.

Examing multiple competencies and self-regulated learning in multicultural education, this volume covers topics including intelligence tests, knowledge assessment, mathematics in problem solving, and motivation and self-regulation.

These essays look at topics concerning multicultural education and international perspectives, including the impact of disadvantage on academic achievement, immigration policy and multicultural education in Australia, and how motivation and learning affects students of diverse backgrounds.

Twenty-nine international academics contribute 19 chapters examining the role that language plays in the development of multicultural education in a number of countries, including the U.S., Canada, Japan, South Africa, Hong Kong, Bulgaria, Belarus, and Australia.

This volume deals with social, emotional and educational issues of Muslim children growing up in a Western country. It aims at shedding light on factors that contribute to the successful adjustment of these immigrant children and ways of helping them to adjust to the new life in their new country. CONTENTS Preface. PART I: INTRODUCTION. Growing up Between Two Cultures: Issues and Problems of Muslim Children, Farideh Salili and Rumjahn Hoosain. PART II: DEMOGRAPHIC CHARACTERISTICS AND ACCULTURATION ISSUES. Raising Children and Teens of Middle Eastern Born Parents in United States: Transformative Perspective of Intercultural Competency, Kathleen P. King, Heba Abuzayyad-Huseibeh, and Hasan Nuseibeh. Extent of Acculturation Experiences Among High School Muslim Students in the United States, Shifa Podikunju-Hussain. Understanding the Cultural Capital of Learners of Muslim Descent, Myra Daniel. PART III: ISSUES RELATED TO THE IDENTITY FORMATION OF THE MUSLIM CHILDREN. American Muslim Identity: Negotiating the Ummah and the American Public School System, Lesliee Antonette and Lara Taboun. The Personal Aspirations and Cherished Ideals of Muslim Adolescents Living in Norway and Singapore, Deborah A. Stiles and Osman Ozturgut. Trying to Fit In: Ismaili Youth Identity in Post-9/11 Canada, Hafiz Printer. PART IV: THE ROLE OF GENDER IN ACCULTURATION AND IDENTITY FORMATION. Discourse on Equity and Social Justice in a Muslim High School in Israel: A Case Study, Khalid Arar. Gender, Islam, and Refugee Status: Possibilities for Negotiating Hybrid Identities and Contesting Boundaries in Digital Spaces, Delila Omerbasic. Stepping in and out of Worlds: Bosnian Muslim Girls' Narratives About Cultural, and Religious Identity Construction, Lisa Hoffman. PART V: EXPERIENCES OF MUSLIM YOUTHS GROWING UP IN A NON-MUSLIM COUNTRY. The Strengths and Skills of Children: Self-Discriptions of Somali and Local Australian Children, Agnes E. Dodds, Nadia Albert, and Jeanette A. Lawrence. Religiosity and Happiness of American-Muslim Youths: An Empirical Study of Faith Maturity and Subjective Well-Being, Chang-Ho Ji. "That's Not What I Want for My Children": Islamic Schools as a Parental Response to Childhood Experiences of Mainstream British Schooling, Farah Ahmed. Author Index. Subject Index. About the Authors.

This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.

This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.

This volume deals with social, emotional and educational issues of Muslim children growing up in a Western country. It aims at shedding light on factors that contribute to the successful adjustment of these immigrant children and ways of helping them to adjust to the new life in their new country. CONTENTS Preface. PART I: INTRODUCTION. Growing up Between Two Cultures: Issues and Problems of Muslim Children, Farideh Salili and Rumjahn Hoosain. PART II: DEMOGRAPHIC CHARACTERISTICS AND ACCULTURATION ISSUES. Raising Children and Teens of Middle Eastern Born Parents in United States: Transformative Perspective of Intercultural Competency, Kathleen P. King, Heba Abuzayyad-Huseibeh, and Hasan Nuseibeh. Extent of Acculturation Experiences Among High School Muslim Students in the United States, Shifa Podikunju-Hussain. Understanding the Cultural Capital of Learners of Muslim Descent, Myra Daniel. PART III: ISSUES RELATED TO THE IDENTITY FORMATION OF THE MUSLIM CHILDREN. American Muslim Identity: Negotiating the Ummah and the American Public School System, Lesliee Antonette and Lara Taboun. The Personal Aspirations and Cherished Ideals of Muslim Adolescents Living in Norway and Singapore, Deborah A. Stiles and Osman Ozturgut. Trying to Fit In: Ismaili Youth Identity in Post-9/11 Canada, Hafiz Printer. PART IV: THE ROLE OF GENDER IN ACCULTURATION AND IDENTITY FORMATION. Discourse on Equity and Social Justice in a Muslim High School in Israel: A Case Study, Khalid Arar. Gender, Islam, and Refugee Status: Possibilities for Negotiating Hybrid Identities and Contesting Boundaries in Digital Spaces, Delila Omerbasic. Stepping in and out of Worlds: Bosnian Muslim Girls' Narratives About Cultural, and Religious Identity Construction, Lisa Hoffman. PART V: EXPERIENCES OF MUSLIM YOUTHS GROWING UP IN A NON-MUSLIM COUNTRY. The Strengths and Skills of Children: Self-Discriptions of Somali and Local Australian Children, Agnes E. Dodds, Nadia Albert, and Jeanette A. Lawrence. Religiosity and Happiness of American-Muslim Youths: An Empirical Study of Faith Maturity and Subjective Well-Being, Chang-Ho Ji. "That's Not What I Want for My Children": Islamic Schools as a Parental Response to Childhood Experiences of Mainstream British Schooling, Farah Ahmed. Author Index. Subject Index. About the Authors.

A volume in Research in Multicultural Education and International Perspectives Series Editors Farideh Salili and Rumjahn Hoosain, The University of Hong Kong Education, East and West, is today mostly Western in orientation. Asian perspectives remain relatively unrepresented in curricula, pedagogy and administrative structures. This volume has brought together authors researching in Asia who redress this imbalance and describe what the West can learn from the East. Topics covered include conceptions of and approaches to effective learning and teaching, self-regulated learning, perceived causes of success and failure, valuing of education, peer influences and classroom behavior, creativity, teacher commitment, class size, motivation, future goals, and other influences on effective learning. Shared insights from the research and theorizing presented should provide a fascinating perspectives for educators and administrators charged with providing cutting-edge, research-based educational best practices in diverse cultural and social environments internationally.

The influence of culture on learning and motivation has been the topic of much research in recent years. Educational and psychological researchers are now aware that the findings of their studies may not apply to other cultures, and that in this age of globalization and multiculturalism it is very important to examine the applicability of psychoeducational constructs to other cultures. Understanding learning and motivational characteristics of students of diverse backgrounds will enable educators to develop appropriate curriculum and teaching strategies to motivate these students. The aim of this book is to present research findings and views of scholars and researchers in the field of motivation and learning, from a multicultural and international perspective. Educators and scholars from different parts of the world have examined recent learning and motivation theories in different cultural contexts in order to explore the dynamics of sociocultural processes affecting student motivation. Others have focused on teaching and learning strategies that are known to be effective with culturally diverse students.

Twenty-nine international academics contribute 19 chapters examining the role that language plays in the development of multicultural education in a number of countries, including the U.S., Canada, Japan, South Africa, Hong Kong, Bulgaria, Belarus, and Australia.

The National Association for Multicultural Education in Washington, D.C., listed a number of issues that the school curriculum should address with reference to multicultural education, including racism, sexism, classism, linguicism, ablism, ageism, heterosexism, and religious intolerance. It is noteworthy that of all these issues, religion is about the only one that throughout history people are willing to die for, although whether what is at issue is really religion or other things such as territory is another matter. It is also interesting that all the others have isms in their names but religious issues are characterized by intolerance. Perhaps we should try to understand this intolerance and look at what steps might help to alleviate it. However, while intolerance might seem a simple thing, understanding what is behind it and how it plays such a crucial role in religion requires what we refer to in the Introduction chapter as a multifaceted approach at multiple levels. It is not enough just to try to dispel stereotypes of followers of other religions, or to point out commonalities in world religions. We should, for example, try to understand and appreciate how adherents of other religions try to answer questions regarding their adaptation to the contemporary environment. It is through understanding how different religions coexist side by side at various levels that we truly come to learn about religion in multicultural education.

A study of teaching, learning and motivation in a multicultural context. It is divided into sections on: theoretical and methodological perspectives - issues and applications; multicultural perspectives on teaching and teacher education; and success and failure in multicultural settings.

Examing multiple competencies and self-regulated learning in multicultural education, this volume covers topics including intelligence tests, knowledge assessment, mathematics in problem solving, and motivation and self-regulation.

These essays look at topics concerning multicultural education and international perspectives, including the impact of disadvantage on academic achievement, immigration policy and multicultural education in Australia, and how motivation and learning affects students of diverse backgrounds.