"Because you can’t possibly know exactly what will motivate every student, it’s vital to have a reliable blueprint and a set of strategies that are proven to work across a broad spectrum of students. That’s why you need this book from a teacher and psychologist with over 30 years of experience. Drawing from recent research of the concepts of internal motivation and control, Bob Sullo describes how to get students in every grade focused and ready to learn.
This book focuses on homework, a topic of popular interest that is not well represented in the professional literature. Both the popular and the research literature have focused on homework as viewed from the outside, that is, on the nature of the homework itself. The focus here is on homework from the inside, on the student who does the homework. The goals of this book are to (a) give counselors, teachers, and parents a theoretical understanding of homework; (b) provide them with a way to assess each student’s motivation to do homework and personal profile of home learning preferences; and (c) introduce them to methods and materials designed to facilitate their meeting the formidable challenge of helping children do their homework more effectively. Another important goal of the book is to open up a new research topic that has been almost totally neglected until now. The book consists of 10 chapters and is divided into three parts.
This informative book examines several aspects of the syntax of imperative clauses in English and in a variety of other Germanic languages in the context of the challenge that apparent optional movement poses for the Minimalist Program. At a more general level, the book engages in current debate on one of the key issues in syntactic theory - the motivation for displacement operations in natural language.
The purpose of this edition is the same as the first edition: to present content from the current knowledge base in motivation that offers hope and possibilities for educators—teachers, parents, coaches, and administrators—to enhance motivation for achievement. The knowledge base from research and theory was chosen to help teachers understand motivation of students and themselves and to provide the basis for strategies to foster motivation for all levels of student performance—from those deemed academically at-risk to those designated as honor students. The content is based on two roles teachers have for supporting and cultivating motivation in the classroom: (a) establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and (b) helping students develop the tools that will enable them to be self-regulated learners.
As is widely accepted, language learning success is best predicted by two factors: learners’ aptitude and motivation. As teachers are key stakeholders in shaping learners’ motivation, they play the major part in the foreign language education game. Although no chapter discusses teacher education explicitly, the implications from these studies are hoped to be obvious and relevant.
