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Using ordinary everyday language, Autonomy Supportive Teaching in
Higrher Education: A Practical Guide for College Professors
organizes and summarizes the mountain of research that has been
conducted using autonomy supportive teaching (AST) in the
classroom. Hundreds of books, articles, and presentations have been
synthesized into a series of chapters and easy-to-follow workshops.
By using this book, interested faculty can begin applying the
principles of self-determination theory to their classrooms today.
This resource is divided into three sections: 1) AST in Theory,
which summarizes the state of the art of motivation psychology in
the classroom; 2) AST in Practice, which provides eight workshops
where readers are led through dozens of evidence-based and
classroom tested strategies for applying AST to their own
classrooms; and 3) AST Results, which explores faculty and student
reflections on the strengths and weaknesses of AST as it was
applied by a group of faculty at an American university. This book
is for college faculty who are tired of student apathy,
disinterest, and confrontation, who are interested in helping their
students cultivate inner motivational resources. Autonomous
learners are interested in more than getting a good grade or doing
as they're told. These are the motivations that increase need
satisfaction, lead to lifelong learning, and support a wide variety
of independent learning objectives.
Using ordinary everyday language, Autonomy Supportive Teaching in
Higrher Education: A Practical Guide for College Professors
organizes and summarizes the mountain of research that has been
conducted using autonomy supportive teaching (AST) in the
classroom. Hundreds of books, articles, and presentations have been
synthesized into a series of chapters and easy-to-follow workshops.
By using this book, interested faculty can begin applying the
principles of self-determination theory to their classrooms today.
This resource is divided into three sections: 1) AST in Theory,
which summarizes the state of the art of motivation psychology in
the classroom; 2) AST in Practice, which provides eight workshops
where readers are led through dozens of evidence-based and
classroom tested strategies for applying AST to their own
classrooms; and 3) AST Results, which explores faculty and student
reflections on the strengths and weaknesses of AST as it was
applied by a group of faculty at an American university. This book
is for college faculty who are tired of student apathy,
disinterest, and confrontation, who are interested in helping their
students cultivate inner motivational resources. Autonomous
learners are interested in more than getting a good grade or doing
as they're told. These are the motivations that increase need
satisfaction, lead to lifelong learning, and support a wide variety
of independent learning objectives.
In Resituating Humanistic Psychology, Patrick Whitehead and Miles
Groth urge psychologists to return to the aims and goals of
psychology as it first emerged. Illustrating how the field has
veered from its initial conception, Whitehead and Groth trace its
growth from the late 1800s to the humanistic revolution of the
1960s to the current period of social unrest. Whitehead and Groth
touch on Wilhelm Wundt's and William James's vision for the field;
the lasting changes made to clinical psychology, methods of
investigation, and psychology of learning in the 1960s; and the
effects of isolation, extreme connectivity, and social politics on
psychology today. This book is recommended for scholars and
students of psychology, history, and philosophy.
The climate within the discipline of psychology has changed
considerably since the middle of the twentieth century. More
specifically, what it means to be a human has changed. In Expanding
the Category "Human": Nonhumanism, Posthumanism, and Humanistic
Psychology, Patrick M. Whitehead argues that the metaphysical
problems that psychologists faced sixty years ago are not the same
ones they face today. Humanistic psychologists could once choose to
protect the integrity of human beings as well as to engage in open
inquiry and accept all human beings, but Whitehead contends that a
choice between the two must now be made. This book is recommended
for scholars and practitioners of psychology and philosophy.
Psychologizing introduces students to the study of psychology by
encouraging them to approach the subject on a personal level.
Classroom-tested, the psychologizing model emphasizes learning
through practice. A conversational and highly engaging narrative
prompts students to begin thinking like psychologists as they
examine key concepts, including learning, development, personality,
and emotion. Based on the practice of phenomenology, Psychologizing
emphasizes meaning and context. Chapters include a discussion of
influential psychologists who have adopted this attitude and, in
doing so, have forever changed the way that we understand thinking
and learning. By exploring how experience is always meaningful, and
how meaning can only be understood within a context, students will
sharpen and develop critical thinking, and reflect on how they
identify and shape meaning in their own lives. This book is
accompanied by ancillaries designed to enhance the experience of
both instructors and students: Instructor's Manual. This valuable
resource provides a sample syllabus, open response activities for
discussion, suggested research paper guidelines, and sample
rubrics. Test Bank. For every chapter in the text, the Test Bank
includes questions in multiple choice, true/false, and essay
formats.
The climate within the discipline of psychology has changed
considerably since the middle of the twentieth century. More
specifically, what it means to be a human has changed. In Expanding
the Category “Human”: Nonhumanism, Posthumanism, and Humanistic
Psychology, Patrick M. Whitehead argues that the metaphysical
problems that psychologists faced sixty years ago are not the same
ones they face today. Humanistic psychologists could once choose to
protect the integrity of human beings as well as to engage in open
inquiry and accept all human beings, but Whitehead contends that a
choice between the two must now be made. This book is recommended
for scholars and practitioners of psychology and philosophy.
Psychologizing introduces students to the study of psychology by
encouraging them to approach the subject on a personal level.
Classroom-tested, the psychologizing model emphasizes learning
through practice. A conversational and highly engaging narrative
prompts students to begin thinking like psychologists as they
examine key concepts, including learning, development, personality,
and emotion. Based on the practice of phenomenology, Psychologizing
emphasizes meaning and context. Chapters include a discussion of
influential psychologists who have adopted this attitude and, in
doing so, have forever changed the way that we understand thinking
and learning. By exploring how experience is always meaningful, and
how meaning can only be understood within a context, students will
sharpen and develop critical thinking, and reflect on how they
identify and shape meaning in their own lives. This book is
accompanied by ancillaries designed to enhance the experience of
both instructors and students: Instructor's Manual. This valuable
resource provides a sample syllabus, open response activities for
discussion, suggested research paper guidelines, and sample
rubrics. Test Bank. For every chapter in the text, the Test Bank
includes questions in multiple choice, true/false, and essay
formats.
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