Motivation for Achievement: Possibilities for Teaching and Learning, Edition 3

Routledge
1
Free sample

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice.

Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential.

Pedagogical features aid the understanding of concepts and the application to practice:

  • Strategy boxes present guidelines and strategies for using the various concepts.
  • Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work.
  • Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs.
  • A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future.

NEW IN THE THIRD EDITION

  • Updated research and new topics are added throughout as warranted by current inquiry in the field.
  • Chapters are reorganized to provide more coherence and to account for new findings.
  • New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.
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Additional Information

Publisher
Routledge
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Published on
May 13, 2013
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Pages
360
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ISBN
9781136769795
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Language
English
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Genres
Education / Educational Psychology
Education / Elementary
Education / General
Education / Teaching Methods & Materials / General
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Content Protection
This content is DRM protected.
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Available on Android devices
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Thomas M. Sterner
Josh Kaufman
Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less?
 
Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare?
 
Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of prac­ticing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . .
 
In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct com­plex skills, maximize productive practice, and remove common learning barriers. By complet­ing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well.
 
Kaufman personally field-tested the meth­ods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard key­board, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the sim­ple techniques he teaches:Define your target performance level: Fig­ure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better.Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcompo­nents, it’s easier to figure out which ones are most important and practice those first.Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice.Create fast feedback loops: Getting accu­rate, real-time information about how well you’re performing during practice makes it much easier to improve.Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chain­saws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.
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