This book is written explicitly for teachers. It offers them principles and strategies to use in motivating their students to learn. Although the book offers theories that explain students' motivational orientations, it focuses on strategies teachers can use to optimize those orientations and direct them toward the academic learning goals of the school. No other book in this field is so explicitly directed to the practical needs of classroom teachers.

Motivating Students to Learn

Education & Teaching

Brophy,Jere

Schools & Teaching

McGraw-Hill Humanities/Social Sciences/Languages

Ideal for pre-service and in-service teachers, POWERFUL SOCIAL STUDIES FOR ELEMENTARY STUDENTS outlines ways to select content and teach history, geography, and social sciences more meaningfully. Hone skills in planning well-organized social studies instruction that produces positive student outcomes using developmentally appropriate content and methods to help your students develop social understanding and civic action. Rather than advocating the elimination of the traditional content framework used to organize the social studies curriculum ('expanding communities framework'), the authors call for retaining the most important topics that have traditionally been emphasized and for teaching these topics in 'more coherent and powerful ways.'

Powerful Social Studies for Elementary Students

Alleman, Janet

Wadsworth Publishing

Business & Money

Education & Reference

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).

Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching, 9)

Brophy, J.

Emerald Publishing Limited

Contemporary Educational Psychology (5th Edition)

Health, Fitness & Dieting

Good, Thomas L.

Psychology & Counseling

Allyn&Bacon

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is most relevant to teachers. Key features of this expanded new edition include: *Focus on School and Classroom Realities--The selection and treatment of motivational principles and strategies is constantly tied to the realities of schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). *Integrates Intrinsic and Extrinsic Principles--The author employs an eclectic approach to motivation that shows how to effectively integrate the use of intrinsic and extrinsic strategies. *Covers Expectancy and Value-Related Topics--Full coverage is given to both the expectancy aspects of motivation (attributions, efficacy perceptions, expectations, confidence, etc) and to value-related topics (relevance, meaningfulness, application potential) and to their associated teacher-student dynamics. *New Chapters--Two theories that have spurred much education-related motivational research in recent years (self-determination theory and achievement-goal theory) have been given their own chapters. *Focus on Individual Differences and Problem Learners--Guidelines are provided for adapting motivational principles to group and individual student differences and for doing "repair work" with students who have become discouraged or disaffected learners. *Expanded Topical Coverage--Expanded coverage has been given to several emerging topics, including self-identity concepts, cross-cultural comparisons, situational interest, stereotype threat, and the rediscovery of John Dewey's motivational ideas. *Improved Pedagogy--Chapter and section introductions and summaries provide an unusual degree of continuity across the book, and its second person writing style is more reader friendly than most textbooks. New to this edition are reflection questions at the end of each chapter. This book is appropriate for any course in the undergraduate or graduate teacher education curriculum that is devoted wholly or partly to the study of student motivation.

Motivating Students to Learn (2nd Edition)

Mental Health

Routledge

Children's Thinking About Cultural Universals

Drawing on interview data, the authors describe K-3 students' knowledge and thinking about basic aspects of the social world that are addressed in the elementary social studies curriculum. The interviews focused on human activities relating to nine cultural universals that are commonly addressed in the elementary social studies curriculum: food, clothing, shelter, communication, transportation, family living, childhood, money, and government. This volume synthesizes findings from the research and discusses their implications for curriculum and instruction in early social studies.Children's Thinking About Cultural Universals significantly expands the knowledge base on developments in children's social knowledge and thinking and, in addition, provides a wealth of information to inform social studies educators' and curriculum developers' efforts to match instruction to students' prior knowledge, both by building on already developed valid knowledge and by addressing common misconceptions. It represents a quantum leap in the availability of information on the trajectories of children's knowledge about common topics in primary elementary social studies education.

Drawing on interview data, the authors describe K-3 students' knowledge and thinking about basic aspects of the social world that are addressed in the elementary social studies curriculum. The interviews focused on human activities relating to nine cultural universals that are commonly addressed in the elementary social studies curriculum: food, clothing, shelter, communication, transportation, family living, childhood, money, and government. This volume synthesizes findings from the research and discusses their implications for curriculum and instruction in early social studies. Children's Thinking About Cultural Universals significantly expands the knowledge base on developments in children's social knowledge and thinking and, in addition, provides a wealth of information to inform social studies educators' and curriculum developers' efforts to match instruction to students' prior knowledge, both by building on already developed valid knowledge and by addressing common misconceptions. It represents a quantum leap in the availability of information on the trajectories of children's knowledge about common topics in primary elementary social studies education.

EDUCATION/ SOCIAL STUDIES   "… a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati  "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky  This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures.  The analyses include rich descriptions of the teacher-student interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum (not just in social studies) and across the elementary grades (not just the primary grades).

Inside the Social Studies Classroom

Knighton, Barbara

EDUCATION/ SOCIAL STUDIES "… a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures. The analyses include rich descriptions of the teacher-student interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum (not just in social studies) and across the elementary grades (not just the primary grades).

See the best price to sell, buy, or rent books by Brophy,Jere. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Brophy,Jere

See the best price to sell, buy, or rent books by Brophy,Jere. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Motivating Students to Learn

Powerful Social Studies for Elementary Students

Powerful Social Studies for Elementary Students

Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching, 9)

Contemporary Educational Psychology (5th Edition)

Motivating Students to Learn (2nd Edition)

Children's Thinking About Cultural Universals

Children's Thinking About Cultural Universals

Inside the Social Studies Classroom

Inside the Social Studies Classroom