Students arrive in our classrooms with complex sociocultural histories that include family, cultural, physical, social, emotional, and prior learning experiences. In order to be effective, schools must directly address these complex histories in meaningful, relevant and creative ways. The aim of this volume is to examine research on effective schooling from a sociocultural perspective - with a focus on developing the capacities of diverse students in diverse educational contexts. The chapters in this volume cover a wide range of important topics as listed below.

Education institutions and organizations throughout the world are currently being held accountable for achieving and maintaining historically unmatched standards of academic quality and performance. Accreditation bodies; policy makers; boards of trustees; and teacher, parent, and student groups all place educational institutions and organizations under unprecedented accountability pressures. The aim of this volume is to explore and better understand how these pressures are impacting a broad range of social and cultural issues and, subsequently, how these issues impact student motivation and learning.

The aim of this book series is to provide a much needed outlet for the wealth of cross-cultural research that has not impacted upon mainstream education. This particular volume is divided into four parts: the motivation context; the learning context; the family context; and the curriculum context.

How do successful teacher education programmes deal with social, cultural and individual differences found within and between students, faculty and administrators? The aim of this work is to implicitly and explicitly explore these and related questions from an international perspective.

A volume in Research on Sociocultural Influences on Motivation and Learning Series Editors: Dennis M. McInerney, Nanyang Technological University, Singapore Shawn Van Etten, University of Massachusetts, Dartmouth Our highly interconnected global education environment provides unprecedented opportunities for teaching professionals and educational researchers to share best practice in teaching and learning across international borders and sociocultural frontiers. This volume presents a diverse range of innovative educational best practices from around the world -- particularly those practices that directly strengthen and enhance student motivation and achievement in a broad range of sociocultural contexts.These practices include: enhancing teaching and learning environments, particularly in relation to provision of high quality infrastructure for 21st Century (digital) learning; designing and managing after-school homework support; recruiting, developing and retaining high-quality teaching staff; promoting international and multicultural awareness through deliberate exposure to varied cultural experiences and perspectives; optimizing the benefit of project work for student academic and social outcomes; designing educational interventions based on self-concept research; and developing an international service learning course for tertiary students. The editors of the present volume have gathered over thirty renowned educators and researchers from Asia, Australia, Europe, and the United States, to share their experiences in developing best practices in teaching and learning in socioculturally and educationally diverse contexts. These practices, guided and underpinned by cutting edge educational/psychological theories and research, are believed to be adaptable to many diverse educational and sociocultural contexts.The editors invite researchers, professionals, educators, teachers, lecturers, policy-makers, and curriculum developers to think, reflect, and take action on how to utilize the underlying principles of the best practices in the present Volume to their own settings.

This volume covers topics including: translation issues in cross-cultural research; African American teachers for African American students; the social mediation of metacognition; and cross-cultural similarities and differences in affective meaning of achievement.

There are many teaching and curriculum programs that attempt to make education relevant to the wider sociocultural environment of learners. Volume 5 focuses on research on curriculum and teaching from a sociocultural perspective. Authors will discuss exemplary examples of research on curriculum initiatives, teaching resources, and teaching approaches that reflect a concern for sociocultural issues broadly defined, while also mapping out implications, future issues, and future research agendas. There will be chapters on reading mathematics, science, language, social science, history, music, health education, religious and moral education, information technology, vocational education, and multicultural studies. The text will be relevant to educators across all levels of education.

A volume in Research on Sociocultural Influences on Motivation and Learning Series Editors: Dennis M. McInerney, Nanyang Technological University, Singapore Shawn Van Etten, University of Massachusetts, Dartmouth Our highly interconnected global education environment provides unprecedented opportunities for teaching professionals and educational researchers to share best practice in teaching and learning across international borders and sociocultural frontiers. This volume presents a diverse range of innovative educational best practices from around the world -- particularly those practices that directly strengthen and enhance student motivation and achievement in a broad range of sociocultural contexts.These practices include: enhancing teaching and learning environments, particularly in relation to provision of high quality infrastructure for 21st Century (digital) learning; designing and managing after-school homework support; recruiting, developing and retaining high-quality teaching staff; promoting international and multicultural awareness through deliberate exposure to varied cultural experiences and perspectives; optimizing the benefit of project work for student academic and social outcomes; designing educational interventions based on self-concept research; and developing an international service learning course for tertiary students. The editors of the present volume have gathered over thirty renowned educators and researchers from Asia, Australia, Europe, and the United States, to share their experiences in developing best practices in teaching and learning in socioculturally and educationally diverse contexts. These practices, guided and underpinned by cutting edge educational/psychological theories and research, are believed to be adaptable to many diverse educational and sociocultural contexts.The editors invite researchers, professionals, educators, teachers, lecturers, policy-makers, and curriculum developers to think, reflect, and take action on how to utilize the underlying principles of the best practices in the present Volume to their own settings.

Education institutions and organizations throughout the world are currently being held accountable for achieving and maintaining historically unmatched standards of academic quality and performance. Accreditation bodies; policy makers; boards of trustees; and teacher, parent, and student groups all place educational institutions and organizations under unprecedented accountability pressures. The aim of this volume is to explore and better understand how these pressures are impacting a broad range of social and cultural issues and, subsequently, how these issues impact student motivation and learning.

Students arrive in our classrooms with complex sociocultural histories that include family, cultural, physical, social, emotional, and prior learning experiences. In order to be effective, schools must directly address these complex histories in meaningful, relevant and creative ways. The aim of this volume is to examine research on effective schooling from a sociocultural perspective - with a focus on developing the capacities of diverse students in diverse educational contexts. The chapters in this volume cover a wide range of important topics as listed below

This volume covers topics including: translation issues in cross-cultural research; African American teachers for African American students; the social mediation of metacognition; and cross-cultural similarities and differences in affective meaning of achievement.

The aim of this book series is to provide a much needed outlet for the wealth of cross-cultural research that has not impacted upon mainstream education. This particular volume is divided into four parts: the motivation context; the learning context; the family context; and the curriculum context.

How do successful teacher education programmes deal with social, cultural and individual differences found within and between students, faculty and administrators? The aim of this work is to implicitly and explicitly explore these and related questions from an international perspective.

There are many teaching and curriculum programs that attempt to make education relevant to the wider sociocultural environment of learners. Volume 5 focuses on research on curriculum and teaching from a sociocultural perspective. Authors will discuss exemplary examples of research on curriculum initiatives, teaching resources, and teaching approaches that reflect a concern for sociocultural issues broadly defined, while also mapping out implications, future issues, and future research agendas. There will be chapters on reading mathematics, science, language, social science, history, music, health education, religious and moral education, information technology, vocational education, and multicultural studies. The text will be relevant to educators across all levels of education.