Motivation for Achievement: Possibilities for Teaching and Learning - Softcover

Alderman, M. Kay

Softcover

ISBN 10: 0805830774 ISBN 13: 9780805830774

Publisher: Routledge, 1999

Synopsis

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators ―teachers, parents, coaches, and administrators―to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice.

Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential.

Pedagogical features aid the understanding of concepts and the application to practice:

• Strategy boxes present guidelines and strategies for using the various concepts.
• Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work.
• Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs.
• A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future.

NEW IN THE THIRD EDITION

• Updated research and new topics are added throughout as warranted by current inquiry in the field.
• Chapters are reorganized to provide more coherence and to account for new findings.
• New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.

About this title

Product Description

Motivation for Achievement Focuses on 2 key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement and learning; and, helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Full description

Synopsis

This work is designed for the use of pre-service teachers and practising teachers in graduate level or in-service programmes. The content is based on the author's belief that the current knowledge base in motivation offers hope and possibilities for educators (for example, teachers, parents, coaches, administrators) to enhance motivation for achievement. The knowledge base from research and theory was chosen to help the reader understand motivation of students and to provide the basis for strategies to foster motivation for all levels of student performance, from those deemed academically at-risk to those designated as honour students. The content is based on two roles teachers have for supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement and learning; and helping students to develop the tools that will enable them to be self-regulated learners. The theoretical and research orientation is based primarily on social-cognitive perspectives that has generated much research relevant for classroom practice.

This text attempts to strike a balance between intrinsic and extrinsic motivation such as teacher control or student control and learner-centred or teacher-centred classrooms. The text includes a number of features to aid the reader, as well as strategy boxes which include guidelines and strategies for using the various concepts. The exhibits boxes also contain examples. A separate chapter is devoted to the motivational impact of teacher expectations and efficacy on student learning.

Edition details

• Publisher: Routledge
• Publication date: 1999
• Language: English
• ISBN 10: 0805830774
• ISBN 13: 9780805830774
• Binding: Paperback
• Edition number: 1
• Number of pages: 296