Motivating Students to Learn

Motivating Students to Learn

eBook - 2004
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Baker & Taylor
Although this book offers theories that explain students' motivational orientations, it focuses primarily on strategies teachers can use to optimize those orientations and direct them towards the academic learning goals of the school.

Taylor
& Francis Publishing

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Key features of this expanded new edition include:

*Focus on School and Classroom Realities--The selection and treatment of motivational principles and strategies is constantly tied to the realities of schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics).

*Integrates Intrinsic and Extrinsic Principles--The author employs an eclectic approach to motivation that shows how to effectively integrate the use of intrinsic and extrinsic strategies.

*Covers Expectancy and Value-Related Topics--Full coverage is given to both the expectancy aspects of motivation (attributions, efficacy perceptions, expectations, confidence, etc) and to value-related topics (relevance, meaningfulness, application potential) and to their associated teacher-student dynamics.

*New Chapters--Two theories that have spurred much education-related motivational research in recent years (self-determination theory and achievement-goal theory) have been given their own chapters.

*Focus on Individual Differences and Problem Learners--Guidelines are provided for adapting motivational principles to group and individual student differences and for doing "repair work" with students who have become discouraged or disaffected learners.

*Expanded Topical Coverage--Expanded coverage has been given to several emerging topics, including self-identity concepts, cross-cultural comparisons, situational interest, stereotype threat, and the rediscovery of John Dewey's motivational ideas.

*Improved Pedagogy--Chapter and section introductions and summaries provide an unusual degree of continuity across the book, and its second person writing style is more reader friendly than most textbooks. New to this edition are reflection questions at the end of each chapter.

This book is appropriate for any course in the undergraduate or graduate teacher education curriculum that is devoted wholly or partly to the study of student motivation.

Book News
Brophy (teacher education, educational psychology, Michigan State U.) offers teachers strategies for adapting research-supported motivational principles to capitalize on student learning propensities. This edition expands coverage of such topics as the social context of learning, controversies (e.g., over the compatibility of fostering intrinsic and extrinsic incentives), cross- cultural issues, and the re-discovery of Dewey's ideas about motivation. This reader includes reflection questions. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)

Lea
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Key features of this expanded new edition include: *Focus on School and Classroom Realities--The selection and treatment of motivational principles and strategies is constantly tied to the realities of schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). *Integrates Intrinsic and Extrinsic Principles--The author employs an eclectic approach to motivation that shows how to effectively integrate the use of intrinsic and extrinsic strategies. *Covers Expectancy and Value-Related Topics--Full coverage is given to both the expectancy aspects of motivation (attributions, efficacy perceptions, expectations, confidence, etc) and to value-related topics (relevance, meaningfulness, application potential) and to their associated teacher-student dynamics. *New Chapters--Two theories that have spurred much education-related motivational research in recent years (self-determination theory and achievement-goal theory) have been given their own chapters. *Focus on Individual Differences and Problem Learners--Guidelines are provided for adapting motivational principles to group and individual student differences and for doing "repair work" with students who have become discouraged or disaffected learners. *Expanded Topical Coverage--Expanded coverage has been given to several emerging topics, including self-identity concepts, cross-cultural comparisons, situational interest, stereotype threat, and the rediscovery of John Dewey's motivational ideas. *Improved Pedagogy--Chapter and section introductions and summaries provide an unusual degree of continuity across the book, and its second person writing style is more reader friendly than most textbooks. New to this edition are reflection questions at the end of each chapter. This book is appropriate for any course in the undergraduate or graduate teacher education curriculum that is devoted wholly or partly to the study of student motivation.

Publisher: Mahwah, NJ : Lawrence Erlbaum Associates, 2004
Edition: 2nd ed
ISBN: 9781410610218
1410610217
Branch Call Number: OVERDRIVE
Characteristics: xiv, 418 p. ; 24 cm
Additional Contributors: Overdrive, Inc

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