Teaching motivation for student engagement:
"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 under...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC
Information Age Publishing, Inc.
[2021]
|
| Schriftenreihe: | Theory to practice: educational psychology for teachers and teaching
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | "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"-- |
| Beschreibung: | Literaturangaben |
| Beschreibung: | vi, 296 Seiten 24 cm |
| ISBN: | 9781648023668 9781648023675 |
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| 520 | 3 | |a "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. | |
| 520 | 3 | |a 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. | |
| 520 | 3 | |a 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"-- | |
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Datensatz im Suchindex
| _version_ | 1804182320729554944 |
|---|---|
| adam_text | CONTENTS 1. Introduction: Teaching Teachers about Classroom Motivation...........1 Debra K. Meyer and Alyssa Emery SECTION I ADDRESSING PRINCIPLES AND ISSUES IN TEACHING MOTIVATION 2. Understanding the Practical, Contextual, and Malleable Nature of Motivation—And Why It Matters.................................................... 11 Lauren C. Hensley, Anna C. Brady, Yeo-eun Kim, and Robin C. Sayers 3. How Energy Flows in Groups: Motivational Dynamics in the Classroom........................................................ Kelly B. Henry and Holly Arrow 35 4. Common Misconceptions and Challenges in the Teaching of Motivation Principles.............................................................................. 57 Marcus Lee Johnson, Ashley R. Vaughn, and Gita Taasoobshirazi 5. Shifting Mindsets Before Teaching Mindsets: The Role of Belief Change Among Preservice Teachers Learning about Motivation.... 79 Melissa C. Duffy and Gregory J. Trevors
CONTENTS 6. Cultivating the Motivation of African American Students............. 101 Kimberley Edelin Freeman, Elizabeth D. Ricks, Danyelle Tauryce Ireland, Felicia Gangloff-Bailey, and Oral B. Grant 7. Understanding Psychological Needs to Guide CulturallyResponsive Instruction for Students from Under-Represented Minority Backgrounds........................................................................ 125 Sharon Zumbrunn, Christine Bae, Jennifer Furman, and Marquita Sea SECTION II TEACHING AND MODELING MOTIVATION IN THE COLLEGE CLASSROOM 8. Using the Essential Self-Regulation Model as an Organizational Structure to Teach Motivation............................................................ 143 Steven R. Wininger, Antony D. Norman, and Lisa C. Duffin 9. Teaching and Modeling Motivation to Support Learning: Four Principles for Fostering Motivationally-Supportive Classrooms.... 165 Charlotte A. Agger and Alison C. Koenka 10. Teaching with Visible Motivation Principles: Autonomy, Belonging, Competence, and Meaning (ABC+M)............................. 189 Rhonda Bondie and Akane Zusho 11. Motivating Calvin: Using Problem-Based Learning to Teach Motivation.................................................................................... Kevin J. Pugh 213 12. Using Case-Based Instruction to Promote Preservice Teachers’ Understanding and Application of Motivation Theory.....................237 Amanda R. Baker and Alyssa Emery 13. From Theory to Practice: Scaffolding Preservice Teachers’ Understanding of Student Motivation and Engagement...................257 Sheree E.
Springer, Janice A. Dole, and Colli R. Lucas Biographies........................................................................................... 281 Subject Index........................................................................................ 293
Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional develop ment. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teach ers 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 construc tive 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 appropriate ness. 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. Relatedty, 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 I supported and undermined. In each chapter in this volume, readers will 1 learn how college instructors can demonstrate what effective, motivation-1 ally supportive classrooms look, sound, and feel like. |
|
| adam_txt |
CONTENTS 1. Introduction: Teaching Teachers about Classroom Motivation.1 Debra K. Meyer and Alyssa Emery SECTION I ADDRESSING PRINCIPLES AND ISSUES IN TEACHING MOTIVATION 2. Understanding the Practical, Contextual, and Malleable Nature of Motivation—And Why It Matters. 11 Lauren C. Hensley, Anna C. Brady, Yeo-eun Kim, and Robin C. Sayers 3. How Energy Flows in Groups: Motivational Dynamics in the Classroom. Kelly B. Henry and Holly Arrow 35 4. Common Misconceptions and Challenges in the Teaching of Motivation Principles. 57 Marcus Lee Johnson, Ashley R. Vaughn, and Gita Taasoobshirazi 5. Shifting Mindsets Before Teaching Mindsets: The Role of Belief Change Among Preservice Teachers Learning about Motivation. 79 Melissa C. Duffy and Gregory J. Trevors
CONTENTS 6. Cultivating the Motivation of African American Students. 101 Kimberley Edelin Freeman, Elizabeth D. Ricks, Danyelle Tauryce Ireland, Felicia Gangloff-Bailey, and Oral B. Grant 7. Understanding Psychological Needs to Guide CulturallyResponsive Instruction for Students from Under-Represented Minority Backgrounds. 125 Sharon Zumbrunn, Christine Bae, Jennifer Furman, and Marquita Sea SECTION II TEACHING AND MODELING MOTIVATION IN THE COLLEGE CLASSROOM 8. Using the Essential Self-Regulation Model as an Organizational Structure to Teach Motivation. 143 Steven R. Wininger, Antony D. Norman, and Lisa C. Duffin 9. Teaching and Modeling Motivation to Support Learning: Four Principles for Fostering Motivationally-Supportive Classrooms. 165 Charlotte A. Agger and Alison C. Koenka 10. Teaching with Visible Motivation Principles: Autonomy, Belonging, Competence, and Meaning (ABC+M). 189 Rhonda Bondie and Akane Zusho 11. Motivating Calvin: Using Problem-Based Learning to Teach Motivation. Kevin J. Pugh 213 12. Using Case-Based Instruction to Promote Preservice Teachers’ Understanding and Application of Motivation Theory.237 Amanda R. Baker and Alyssa Emery 13. From Theory to Practice: Scaffolding Preservice Teachers’ Understanding of Student Motivation and Engagement.257 Sheree E.
Springer, Janice A. Dole, and Colli R. Lucas Biographies. 281 Subject Index. 293
Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional develop ment. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teach ers 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 construc tive 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 appropriate ness. 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. Relatedty, 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 I supported and undermined. In each chapter in this volume, readers will 1 learn how college instructors can demonstrate what effective, motivation-1 ally supportive classrooms look, sound, and feel like. | |
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| index_date | 2024-07-03T16:53:23Z |
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| isbn | 9781648023668 9781648023675 |
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| record_format | marc |
| series2 | Theory to practice: educational psychology for teachers and teaching |
| spelling | Teaching motivation for student engagement edited by Debra K. Meyer, Alyssa Emery Charlotte, NC Information Age Publishing, Inc. [2021] vi, 296 Seiten 24 cm txt rdacontent n rdamedia nc rdacarrier Theory to practice: educational psychology for teachers and teaching Literaturangaben "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"-- Unterricht (DE-588)4062005-0 gnd rswk-swf Lehrerfortbildung (DE-588)4035096-4 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf Motivation in education Academic achievement Teachers / Training of Unterricht (DE-588)4062005-0 s Lernmotivation (DE-588)4074164-3 s Lehrerfortbildung (DE-588)4035096-4 s DE-604 Meyer, Debra K. Sonstige oth Emery, Alyssa A. Sonstige oth Erscheint auch als Online-Ausgabe 978-1-64802-368-2 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032613331&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032613331&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Teaching motivation for student engagement Unterricht (DE-588)4062005-0 gnd Lehrerfortbildung (DE-588)4035096-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4035096-4 (DE-588)4074164-3 |
| title | Teaching motivation for student engagement |
| title_auth | Teaching motivation for student engagement |
| title_exact_search | Teaching motivation for student engagement |
| title_exact_search_txtP | Teaching motivation for student engagement |
| title_full | Teaching motivation for student engagement edited by Debra K. Meyer, Alyssa Emery |
| title_fullStr | Teaching motivation for student engagement edited by Debra K. Meyer, Alyssa Emery |
| title_full_unstemmed | Teaching motivation for student engagement edited by Debra K. Meyer, Alyssa Emery |
| title_short | Teaching motivation for student engagement |
| title_sort | teaching motivation for student engagement |
| topic | Unterricht (DE-588)4062005-0 gnd Lehrerfortbildung (DE-588)4035096-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| topic_facet | Unterricht Lehrerfortbildung Lernmotivation |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032613331&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032613331&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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