Kooperativer Bibliotheksverbund

UID:

Umfang: XVIII, 176 p. 3 illus., 2 illus. in color. , online resource.

Ausgabe: 1st ed. 2024.

ISBN: 9783031616136

Serie: Globalisation, Comparative Education and Policy Research, 48

Inhalt: This book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students' motivation, students' well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students' personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers' role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students' engaging learning environments, and their academic achievement.

Anmerkung: 1 Engagement, motivation, and students' achievement -- 2 Increasing students' engagement in the classroom -- 3 Models of inclusive classrooms in promoting motivation and performance -- 4 Cultural identities in the classroom and engagement -- 5 Students' personalities and their impact on academic achievement -- 6 The role of intelligence and its impact on academic achievement -- 7 Social and cultural factors and their influences on engagement in the classroom -- 8 The impact of social learning on students' motivation and performance -- 9 Engagement in collaborative groups in the classroom and improved academic achievement -- 10 Teachers' role in promoting engagement, motivation, and students' achievement.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031616129

Weitere Ausg.: Printed edition: ISBN 9783031616143

Weitere Ausg.: Printed edition: ISBN 9783031616150

Sprache: Englisch

DOI: 10.1007/978-3-031-61613-6

URL: https://doi.org/10.1007/978-3-031-61613-6

UID:

Umfang: 1 online resource (186 pages)

Ausgabe: 1st ed. 2024.

ISBN: 9783031616136

Serie: Globalisation, Comparative Education and Policy Research, 48

Inhalt: This book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students’ motivation, students’ well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students’ personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers’ role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students’ engaging learning environments, and their academic achievement.

Anmerkung: 1 Engagement, motivation, and students’ achievement -- 2 Increasing students’ engagement in the classroom -- 3 Models of inclusive classrooms in promoting motivation and performance -- 4 Cultural identities in the classroom and engagement -- 5 Students’ personalities and their impact on academic achievement -- 6 The role of intelligence and its impact on academic achievement -- 7 Social and cultural factors and their influences on engagement in the classroom -- 8 The impact of social learning on students’ motivation and performance -- 9 Engagement in collaborative groups in the classroom and improved academic achievement -- 10 Teachers’ role in promoting engagement, motivation, and students’ achievement.

Weitere Ausg.: Print version: Zajda, Joseph Engagement, Motivation, and Students' Achievement Cham : Springer,c2024 ISBN 9783031616129

Sprache: Englisch

DOI: 10.1007/978-3-031-61613-6

UID:

Umfang: 1 online resource (186 pages)

Ausgabe: 1st ed.

ISBN: 9783031616136

Serie: Globalisation, Comparative Education and Policy Research Series ; v.48

Anmerkung: Intro -- Foreword -- Preface -- Editorial by the Series Editor -- Contents -- About the Series Editor -- 1 Engagement, Motivation, and Students' Achievement -- 1.1 The Role of Engagement and Motivation in Schools -- 1.1.1 The Role of Self-concept in Students' Learning -- 1.2 Extrinsic and Intrinsic Motivation -- 1.3 Motivation Interventions in the Classroom to Improve Engagement and Learning -- 1.3.1 Behavioural Interventions in the Classroom to Improve Learning and Performance -- 1.3.2 Cognitive Interventions in the Classroom to Improve Learning and Performance -- 1.3.3 Achievement Motivation -- 1.3.4 Social and Emotional Learning Intervention -- 1.3.5 Metacognitive Interventions in the Classroom -- 1.3.6 Five Basic Metacognitive Strategies in the Classroom -- 1.3.7 Mnemonic Devices -- 1.3.8 Strategies for Developing Metacognitive Behaviours -- 1.3.9 Summary of Metacognitive Strategies -- 1.3.10 The Role of Self-regulation in the Classroom -- 1.4 Motivating Students in the Classroom -- 1.5 Conclusion -- 2 Increasing Engagement in the Classroom -- 2.1 Students' Engagement in the Classroom -- 2.2 Students' Self-concept and Academic Achievement in the Classroom -- 2.2.1 The Nexus Between the Self-concept and Academic Achievement -- 2.2.2 The Self-concept and Classroom Implications -- 2.3 Students' Cultural Identity and Engagement in the Classroom -- 2.4 The Influence of Family, School, and Peers on Students' Engagement -- 2.4.1 The Influence of the Family in Developing Children's Thinking Skills and Education -- 2.4.2 The Influence of the School Environment -- 2.4.3 The Influence of the Peers -- 2.4.4 Bullying in Schools -- 2.5 Conclusion -- 3 Models of Inclusive Classrooms in Promoting Motivation and Performance -- 3.1 Inclusive Classrooms -- 3.2 The Changing Nature of Identity in the Global Age -- 3.2.1 Multiple Identities. , 3.2.2 Identity in the Digital Age -- 3.2.3 The Individual's Self-concept -- 3.3 Models of Inclusive Classrooms -- 3.3.1 Constructivist Pedagogy in Inclusive Classrooms -- 3.3.2 The Collaborative Approach in Inclusive Classrooms -- 3.3.3 The Reflective Approach -- 3.3.4 The Integrative Approach -- 3.3.5 The Inquiry-Based Approach -- 3.4 Conclusion -- 4 Cultural Identities in the Classroom and Engagement -- 4.1 The Role of Cultural Identities in the Classroom -- 4.1.1 Identity Crisis -- 4.2 Cultural Identities in the Classroom and Teachers' Strategies -- 4.3 Conclusion -- 5 Students' Personalities and Impact on Academic Achievement -- 5.1 Students' Personalities and Their Impact Learning -- 5.1.1 Genetic and Environmental Factors Affecting Personalities -- 5.2 Four Types of Major Personality Theories -- 5.2.1 Trait Theories of Personality -- 5.2.2 Behavioural Theories of Personality -- 5.2.3 The Psychoanalytic Personality Theory -- 5.2.4 Ego Defense Mechanisms -- 5.2.5 Anxiety, Identification, Displacement, and Defence Mechanisms -- 5.2.6 Humanistic Theories of Personality -- 5.3 Students' Personalities and Their Impact of Academic Achievement -- 5.4 Conclusion -- 6 The Role of Intelligence and Its Impact on Academic Achievement -- 6.1 Intelligence Defined and Constructed -- 6.2 Research on Intelligence Theories and Models -- 6.2.1 Genome Research -- 6.2.2 Research Findings on Intelligence, Genetics, and Environment -- 6.2.3 Intelligence Discrimination in Schools -- 6.3 Self-fulfilling Prophecy and Key Principles -- 6.4 How Teachers Communicate Expectations -- 6.5 Evaluation -- 6.6 Conclusion -- 7 Social and Cultural Factors and Their Influences on Engagement in the Classroom -- 7.1 Social and Cultural Factors Affecting Learning in the Classroom -- 7.1.1 Defining Culture -- 7.2 Culture and Beliefs About Knowledge, Values, and Learning. , 7.3 Social and Cultural Factors and Schooling -- 7.4 Bronfenbrenner's Bioecological Model of Development -- 7.5 Dimensions of Multicultural Education -- 7.5.1 Global Education -- 7.6 Multicultural Education for Equality, Democracy, and Social Justice -- 7.7 Values Education in Culturally Diverse Classrooms -- 7.8 Global Models for Values Education -- 7.8.1 Values Education in Schools -- 7.9 Factors Contributing to Engagement and Academic Achievement in Schools -- 7.9.1 Visible Learners -- 7.10 Race and Ethnicity Discrimination -- 7.11 The Role of Equity in Schooling -- 7.12 The Role of Cultural Capital in Schooling -- 7.13 Poverty -- 7.13.1 UNESCO Study Reveals Correlation Between Poverty and Education -- 7.14 Conclusion -- 8 Social Learning, Self-efficacy, and Self-regulated Learning in the Classroom -- 8.1 Social Learning in the Classroom -- 8.2 Applying Social Cognitive Theory in the Classroom -- 8.3 Advantages of Social Learning for Teachers and Students -- 8.4 Conclusion -- 9 Engagement in Collaborative Groups in the Classroom and Improved Academic Achievement -- 9.1 Engagement in the Classroom -- 9.2 The Role of Collaborative Groups in Engagement -- 9.3 Major Benefits of Collaborative Learning -- 9.4 Benefits of Collaborative and Cooperative Groups in the Classroom -- 9.5 Values Education in the Global Culture -- 9.6 Presenting a Moral Dilemma in Collaborative Groups -- 9.7 Conclusion -- 10 Teachers' Role in Promoting Engagement, Motivation, and Students' Achievement -- 10.1 Teachers' Role in Promoting Engagement and Motivation -- 10.2 Effective Teachers -- 10.3 Teachers Developing and Promoting Engagement in the Classroom -- 10.4 Classroom Discrimination and the Self-fulfilling Prophecy -- 10.5 Self-fulfilling Prophecy in the Classroom Today -- 10.6 Teachers' Role in Promoting in Promoting Cognitive, Social Cognitive and Emotional Skills. , 10.7 Teachers' Role in Promoting in Promoting Cultural Diversity -- 10.8 Conclusion -- References -- Index.

Weitere Ausg.: Print version: Zajda, Joseph Engagement, Motivation, and Students' Achievement Cham : Springer,c2024 ISBN 9783031616129

Sprache: Englisch

UID:

Umfang: xviii176 Seiten

ISBN: 9783031616129

Serie: Globalisation, comparative education and policy research / series editor Joseph Zajda 48

Weitere Ausg.: ISBN 9783031616136

Sprache: Englisch