Classroom Motivation

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9780131116979: Classroom Motivation

If you’re looking for an alternative to teaching future educators about academic motivation not bogged down in theory and research, then look to this new and unique text, Anderman and Anderman’s Classroom Motivation. The authors link the growing disconnect between what motivation researches discuss and recommend, and what teachers know and think about students’ motivation, organizing the text around actual research-based instructional practices that teachers use everyday in their classrooms. Theory and research are not ignored, however, as both are introduced and thoroughly discussed in every chapter as they relate to the specific instructional practices that are being presented. Readers of the text will come to understand that motivation in inherently embedded in the everyday decision that teachers make as they design their instruction. Classroom Motivation, structured around instructional questions and issues while integrating theory and research throughout, results in a sound and grounded resource, most accessible for pre-service teachers and practitioners in educational environments.

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From the Back Cover:

Focused. Applied. Unique.

 

The author team of this focused and uniquely written text link the growing disconnect between what motivation researches discuss and recommend, and what teachers know and think about students’ motivation, by organizing their text around actual research-based instructional practices that teachers use everyday in their classrooms. Structured around instructional questions and issues while integrating theory and research throughout, Classroom Motivation is a sound and grounded resource, most accessible for pre-service teachers and practitioners studying motivation and its affect on all students’ academic motivation and achievement.

 

Key features include:

  • Research-based motivational instructional practices in every chapter, separating fact from fiction and exposing students to information about motivation that is based in current peer-reviewed research.
  • Developmental differences are addressed throughout the book, emphasizing that motivation is not a “one size fits all” phenomenon.
  • A separate chapter on how teachers can work with parents to increase student motivation (Chapter 6), includes strategies that teachers can use in collaboration with parents to enhance their students’ motivation.
  • “Stop and Think” boxes feature questions for reflection, encouraging readers to reflect on personal experiences and assumptions about motivation.
  • Scenarios and examples of key principles are embedded throughout the text in every chapter, illustrated through examples of individual students or teaching scenarios.

 

About the Author:

Eric M. Anderman is Professor of Educational Psychology at The Ohio State University.  A former high school teacher, he specializes in adolescent motivation. He has published extensively on school transitions, academic cheating, and motivating adolescents to avoid risky behaviors. He is an Associate Editor of the Journal of Educational Psychology.

 

Lynley H. Anderman is Associate Professor of Educational Psychology at The Ohio State University. Her research focuses on the interplay between social and instructional influences on students’ academic motivation.  A former elementary/middle school teacher, she is widely published on topics such as school belonging, social motivation, and creating classroom environments that support students’ motivation.

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Anderman, Eric M., Anderman, Lynley Hick
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Eric M. Anderman, Lynley Hicks Anderman
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