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Classroom Motivation is a comprehensive introduction to the
practical applications of research on academic motivation to
teaching and learning. Though grounded in theory, the book is
uniquely structured around instructional practices that teachers
use daily in schools, such as rewards, group activities, academic
tasks, student assessment, and parent interaction. This thoroughly
revised third edition includes new content on interventions,
mindsets, technologies, engagement, and social-emotional learning.
Each chapter’s case studies, application exercises, and updated
empirical findings will further connect preservice teachers with
motivation in practice.
Classroom Motivation is a comprehensive introduction to the
practical applications of research on academic motivation to
teaching and learning. Though grounded in theory, the book is
uniquely structured around instructional practices that teachers
use daily in schools, such as rewards, group activities, academic
tasks, student assessment, and parent interaction. This thoroughly
revised third edition includes new content on interventions,
mindsets, technologies, engagement, and social-emotional learning.
Each chapter's case studies, application exercises, and updated
empirical findings will further connect preservice teachers with
motivation in practice.
This book is the fourth volume in the six-part series Theory to
Practice: Educational Psychology for Teachers and Teaching. The
objective of most other volumes in this series is to help
instructors apply and model fundamental principles of learning,
assessment, motivation, and development in preparing their students
for the diverse, multidimensional, uncertain, and socially-embedded
classrooms in which these future educators will teach. This volume
is a strong compliment to others in the series as it prepares
readers to be better positioned to advocate for principles of
psychology in their programs and departments, and to prepare
preservice teachers to do likewise in the K-12 classrooms they will
soon guide. Even more, this volume will help instructors in shaping
pre-service teachers to be stronger advocates for their own
students. This volume is organized around two themes: (1)
Advocating for principles and practices of educational psychology,
and (2) advocating for students. These themes go hand-in-hand.
While advocating for educational psychology principles and
evidence- based practices in their schools, teachers also are
called upon to advocate for and empower historically marginalized
groups of students. Topics in Part I include development of
intercultural competency, implementation of professional learning
communities, culturalizing the curriculum, journalistic learning,
incorporation of inquiry learning, and universal design. Topics in
Part II include supporting student self-advocacy, creating an
allyship with LGBTQ+ students, advocating for victims of bullying,
and supporting students with mental health needs.
This book is the fourth volume in the six-part series Theory to
Practice: Educational Psychology for Teachers and Teaching. The
objective of most other volumes in this series is to help
instructors apply and model fundamental principles of learning,
assessment, motivation, and development in preparing their students
for the diverse, multidimensional, uncertain, and socially-embedded
classrooms in which these future educators will teach. This volume
is a strong compliment to others in the series as it prepares
readers to be better positioned to advocate for principles of
psychology in their programs and departments, and to prepare
preservice teachers to do likewise in the K-12 classrooms they will
soon guide. Even more, this volume will help instructors in shaping
pre-service teachers to be stronger advocates for their own
students. This volume is organized around two themes: (1)
Advocating for principles and practices of educational psychology,
and (2) advocating for students. These themes go hand-in-hand.
While advocating for educational psychology principles and
evidence- based practices in their schools, teachers also are
called upon to advocate for and empower historically marginalized
groups of students. Topics in Part I include development of
intercultural competency, implementation of professional learning
communities, culturalizing the curriculum, journalistic learning,
incorporation of inquiry learning, and universal design. Topics in
Part II include supporting student self-advocacy, creating an
allyship with LGBTQ+ students, advocating for victims of bullying,
and supporting students with mental health needs.
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