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Motivating unwilling learners in further education : the key to improving behaviour
This book offers a range of practical strategies for engaging your learners and reigniting the spark of successful classroom teaching. It provides an up-to-date selection of strategies and scenarios for managing behaviour and motivating unwilling learners, including tips for supporting students and meeting curriculum requirements.
Book
Designing A Motivational Syllabus
A thoughtfully constructed syllabus can be transformative for your students' learning, communicating the path they can take to succeed. This book demonstrates how, rather than being a mundane document to convey policies, you can construct your syllabus to be a motivating resource that conveys a clear sense of your course's learning goals, how students can achieve those goals, and makes evident your teaching philosophy and why you have adopted the teaching strategies you will use, such as discussion or group activities. Developing or revising a syllabus also presents you with a perfect opportunity to review the learning possibilities for the semester. Well-designed, it can help you stay focused on achieving the learning outcomes, as well as determine if the class is on track and whether adjustments to the schedule are needed. The authors show how, by adopting a welcoming tone and clearly stating learning outcomes, your syllabus can engage students by explaining the relevance of your course to their studies, create an all-important positive first impression of you as an instructor, and guide students through the resources you will be using, the assignments ahead, as well as clear guidance on how they will be assessed. Referred to frequently as the course progresses, an effective syllabus will keep students engaged and on task.Christine Harrington and Melissa Thomas lead you through all the elements of a syllabus to help you identify how to present key messages and information about your course, think through the impressions you want to create, and, equally importantly, suggest how you can use layout and elements such as images and charts to make your syllabus visually appealing and easy to navigate.
eBook
Dropping In
The die-hard local skateboarders of Franklin Skatepark-a group
of working-class, Latino and white young men in the rural
Midwest-are typically classified by schools and society as
\"struggling,\" \"at-risk,\" \"failing,\" and \"in crisis.\" But at the
skatepark, they thrive and succeed, not only by landing tricks but
also by finding meaning and purpose in their lives.
In Dropping In , Robert Petrone draws from multiple
years of ethnographic research to bring readers into this rich
environment, exploring how and why these young men engage more with
skateboarding and its related cultural communities than with
school. For them, it is in these alternative communities and spaces
that they meet their intellectual, literate, and learning needs;
cultivate meaningful and supportive relationships; and develop a
larger understanding of their place in the world. By looking at
what these skateboarders can teach us about what is right and
working in their lives, Petrone asks educators and others committed
to youth development to rethink schooling structures and practices
to provide equitable education for all students.
eBook
Motivation in Education at a Time of Global Change
Cover; Title Page; Copyright Page; Contents; About the Editors; List of Contributors; Acknowledgments; Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice; Abstract; Overview of the Present Volume; Part I: Current Motivational Theories at a Time of Global Change and Uncertainty; Part II: Motivation at a Time of Global Change: Individual and Contextual Factors; Part III: Motivation and Current Challenges at a Time of Global Change and Uncertainty; References; PART I CURRENT MOTIVATIONAL THEORIES AT A TIME OF GLOBAL CHANGE AND UNCERTAINTY
eBook
Motivating Reading Comprehension
Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Interagency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading.Key features of this outstanding new volume include:*Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it.*Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas.*Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective. In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component. *Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement. A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation.
eBook
Goals, Goal Structures, and Patterns of Adaptive Learning
Achievement goal theory has emerged as one of the preeminent approaches to motivation. Goals, Goal Structures, and Patterns of Adaptive Learning presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider. Written by scholars who are well-known in the field, this book:
provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.
eBook