Classroom Motivation (2nd Edition)

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9780133017885: Classroom Motivation (2nd Edition)
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Uniquely structured around the typical daily classroom practices of teachers, Classroom Motivation focuses on the practical applications of motivation research. The book is organized around actual research-based instructional practices that teachers use everyday in their classrooms, like the use of rewards, the grouping of students for learning activities, the nature of academic tasks, and the assessment of student learning. The book also examines the research base behind topics that are appealing to educators, including promoting self-esteem, providing students with autonomy, and holding high expectations. The new edition includes even more case-studies of actual classroom teachers and additional applications exercises. 

 

 

From reviews of the book:

“The key strengths of this project include: an integrated, pragmatic approach to classroom motivation, valid scientific research, and a wide range of specific strategies and techniques to promote motivation. . . .  This work is on-target as far as other texts . . . currently available for my course. Since most of my students are practicing educators, I find that the emphasis on application is invaluable. Students invariably wish to come away from a course with concrete skills. Classroom Motivation not only provides the skills, but the theory behind the skills.”

                        --Darren J. Akerman, University of New England

 

“The writing style of this textbook is exceptionally clear. Even the abstract and theoretical content are presented clearly and concisely, and often situated in engaging classroom scenarios that concretely illustrate the theoretical and applied concepts.  Because the material is presented so clearly in this book, it would be appropriate for use with learners who come from diverse educational levels and professional backgrounds.”

                        --Jeffery Liew, Texas A&M University

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About the Author:

Eric M. Anderman is Professor of Educational Psychology at The Ohio State University.  A former middle and high school teacher, Dr. Anderman has conducted research on academic motivation for the past 20 years, having focused much of his research on the applications of empirical research on motivation for students and practitioners. Besides co-authoring Classroom Motivation, his other books include: The International Guide to Student Achievement (with John Hattie, published by Routledge in 2012), Psychology of Academic Cheating (with Tamera Murdock, published in 2006 by Elsevier), and Psychology of Classroom Learning (with Lynley Anderman, published in 2009 by Cengage).

 

Lynley H. Anderman is Associate Professor of Educational Psychology at The Ohio State University. Her research has focused primarily on the interplay between social and instructional influences on students’academic motivation. A former elementary/middle school teacher, Dr. Anderman is widely-published on topics including: students’ sense of school belonging, social motivation, and the ways teachers create classroom environments that support students’ motivation and engagement.

Review:

“The key strengths of this project include: an integrated, pragmatic approach to classroom motivation, valid scientific research, and a wide range of specific strategies and techniques to promote motivation. . . .  This work is on-target as far as other texts . . . currently available for my course. Since most of my students are practicing educators, I find that the emphasis on application is invaluable. Students invariably wish to come away from a course with concrete skills. Classroom Motivation not only provides the skills, but the theory behind the skills.”

                        --Darren J. Akerman, University of New England

 

“The writing style of this textbook is exceptionally clear. Even the abstract and theoretical content are presented clearly and concisely, and often situated in engaging classroom scenarios that concretely illustrate the theoretical and applied concepts.  Because the material is presented so clearly in this book, it would be appropriate for use with learners who come from diverse educational levels and professional backgrounds.”

                        --Jeffery Liew, Texas A&M University

"About this title" may belong to another edition of this title.

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