LEADER 00000cam a2200613 i 4500 
001    on1227836356 
003    OCoLC 
005    20220702022102.0 
006    m     o  d         
007    cr cnu---unuuu 
008    201208s2021    ncua    ob    000 0 eng   
010      2020055177 
020    9781648023682|qelectronic book 
020    1648023681|qelectronic book 
020    |z9781648023668|qpaperback 
020    |z9781648023675|qhardcover 
035    (OCoLC)1227836356 
040    DLC|beng|erda|cDLC|dOCLCO|dOCLCF|dYDX|dEBLCP|dN$T|dYDX
       |dOCLCO 
042    pcc 
049    RIDW 
050 04 LB1065|b.T384 2021 
082 00 370.15/4|223 
090    LB1065|b.T384 2021 
245 00 Teaching motivation for student engagement /|cedited by 
       Debra K. Meyer, Alyssa Emery. 
264  1 Charlotte, NC :|bInformation Age Publishing, Inc.,|c[2021]
300    1 online resource (xi, 296 pages) :|billustrations (some 
       color). 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
490 0  Theory to practice : educational psychology for teachers 
       and teaching 
504    Includes bibliographical references. 
520    "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"--|cProvided by publisher. 
588    Description based on online resource; title from digital 
       title page (viewed on September 29, 2021). 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Motivation in education.|0https://id.loc.gov/authorities/
       subjects/sh85087566 
650  0 Academic achievement.|0https://id.loc.gov/authorities/
       subjects/sh85000296 
650  0 Teachers|xTraining of.|0https://id.loc.gov/authorities/
       subjects/sh85132999 
650  7 Motivation in education.|2fast|0https://id.worldcat.org/
       fast/1027541 
650  7 Academic achievement.|2fast|0https://id.worldcat.org/fast/
       794949 
650  7 Teachers|xTraining of.|2fast|0https://id.worldcat.org/fast
       /1144404 
655  0 Electronic books. 
655  4 Electronic books. 
700 1  Meyer, Debra K.,|0https://id.loc.gov/authorities/names/
       no2020054655|eeditor. 
700 1  Emery, Alyssa A.,|0https://id.loc.gov/authorities/names/
       no2018037921|eeditor. 
776 08 |iPrint version:|tTeaching motivation for student 
       engagement|dCharlotte, NC : Information Age Publishing, 
       Inc., 2021.|z9781648023668|w(DLC)  2020055176 
856 40 |uhttps://rider.idm.oclc.org/login?url=https://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=2730606|zOnline ebook via EBSCO. Access 
       restricted to current Rider University students, faculty, 
       and staff. 
856 42 |3Instructions for reading/downloading the EBSCO version 
       of this ebook|uhttp://guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d202207013|cEBSCO|tEBSCOebooksacademic July NEW 6029
       |lridw 
994    92|bRID