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Diversity and Motivation : Culturally Responsive Teaching in College

By: Ginsberg, Margery B.
Contributor(s): Wlodkowski, Raymond J.
Material type: TextTextSeries: eBooks on Demand.Publisher: Hoboken : Wiley, 2015Edition: 2nd ed.Description: 1 online resource (467 p.).ISBN: 9780470614785.Subject(s): College teaching -- United States | Electronic books. -- local | Minorities -- Education (Higher) -- United States | Multicultural education -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Diversity and Motivation : Culturally Responsive Teaching in CollegeDDC classification: 378.1/25 Online resources: Click here to view this ebook.
Contents:
Diversity and Motivation: Culturally Responsive Teaching in College -- Copyright -- Contents -- Preface -- Audience -- Context -- Terms -- Overview of the Contents -- Acknowledgments -- The Authors -- Chapter 1: Understanding Relationships Between Culture and Motivation to Learn -- The Influence of Culture -- Personal Appreciation of the Concept of Culture -- Culturally Responsive Teaching and the Challenges of Cultural Pluralism -- Understanding a Motivational Perspective That Supports Culturally Responsive Teaching -- The Motivational Framework for Culturally Responsive Teaching
Applying the Motivational Framework for Culturally Responsive Teaching -- Criteria, Norms, and Practices for Using the Motivational Framework -- Fear, Conflict, and Resistance -- Responses to Biased Expressions -- Stages of Racial Identity Development -- Different Ways of Knowing -- Different Belief Systems -- Resistance -- Chapter 2: Establishing Inclusion -- Respect, Connectedness, and Intrinsic Motivation -- Norms for Establishing Inclusion -- Practices for Establishing Inclusion -- Introductions -- Collaborative and Cooperative Learning -- Writing Groups -- Peer Teaching
Opportunities for Multidimensional Sharing -- Focus Groups -- Reframing -- Participation Agreements -- Learning Communities -- Cooperative Base Groups -- Conclusion -- Chapter 3: Developing Attitude -- Relevance, Volition, and Intrinsic Motivation -- Language and Attitude -- Negotiating Terminology -- Promoting Participation for Nonnative Speakers of English -- Norms for Developing a Positive Attitude -- Practices for Developing a Positive Attitude -- Learning Goal Procedures -- Fair and Clear Assessment Criteria -- Relevant Learning Models -- Goal Setting -- Learning Contracts
Approaches Based on Multiple Intelligences Theory -- Sensitivity and Pedagogical Flexibility Based on the Concept of Style -- Experiential Learning: The Kolb Model -- Teacher-Learner Conferences -- Chapter 4: Enhancing Meaning -- Meaning-to What End? -- Engagement, Challenge, and Intrinsic Motivation -- Norms for Enhancing Meaning -- Practices for Enhancing Meaning -- Cultivating Flow -- Critical Questioning for Engaging Discussions -- Posing Problems: From Emerging Relevance to Relevance -- Decision Making -- Authentic Research -- Action Research -- Invention and Artistry
Simulation, Role Playing, and Games -- Case Study Method -- Suggested Discussion Outline -- Projects -- The Problem-Posing Model -- Chapter 5: Engendering Competence -- Authenticity, Effectiveness, and Intrinsic Motivation -- Norms for Engendering Competence -- Practices for Engendering Competence -- Feedback -- Alternatives to Pencil-and-Paper Tests: Assessment with Authentic Performance Tasks -- Well-Constructed Paper-and-Pencil Tests -- Self-Assessment -- Effective Grading -- Chapter 6: Implementing a Culturally Responsive Pedagogy -- The Example of a Single Course
Motivational Framework Lesson Plan
Summary: Praise for the Second Edition of Diversity and Motivation ""Since the first publication of Diversity and Motivation in 1995, we have consistently used this text and its philosophy in our faculty development at Valencia Community College. I am delighted to see that this new edition focuses on college teaching. Ginsberg and Wlodkowski's approach to the diverse challenges of student motivation is authentic and transforming, and faculty respond!"" -Ann E. Puyana, assistant vice president for academic affairs, Valencia Community College ""There is a great need for deeper understanding an
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LC1099.3 -- .W56 2009eb (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=469143 Available EBL469143

Diversity and Motivation: Culturally Responsive Teaching in College -- Copyright -- Contents -- Preface -- Audience -- Context -- Terms -- Overview of the Contents -- Acknowledgments -- The Authors -- Chapter 1: Understanding Relationships Between Culture and Motivation to Learn -- The Influence of Culture -- Personal Appreciation of the Concept of Culture -- Culturally Responsive Teaching and the Challenges of Cultural Pluralism -- Understanding a Motivational Perspective That Supports Culturally Responsive Teaching -- The Motivational Framework for Culturally Responsive Teaching

Applying the Motivational Framework for Culturally Responsive Teaching -- Criteria, Norms, and Practices for Using the Motivational Framework -- Fear, Conflict, and Resistance -- Responses to Biased Expressions -- Stages of Racial Identity Development -- Different Ways of Knowing -- Different Belief Systems -- Resistance -- Chapter 2: Establishing Inclusion -- Respect, Connectedness, and Intrinsic Motivation -- Norms for Establishing Inclusion -- Practices for Establishing Inclusion -- Introductions -- Collaborative and Cooperative Learning -- Writing Groups -- Peer Teaching

Opportunities for Multidimensional Sharing -- Focus Groups -- Reframing -- Participation Agreements -- Learning Communities -- Cooperative Base Groups -- Conclusion -- Chapter 3: Developing Attitude -- Relevance, Volition, and Intrinsic Motivation -- Language and Attitude -- Negotiating Terminology -- Promoting Participation for Nonnative Speakers of English -- Norms for Developing a Positive Attitude -- Practices for Developing a Positive Attitude -- Learning Goal Procedures -- Fair and Clear Assessment Criteria -- Relevant Learning Models -- Goal Setting -- Learning Contracts

Approaches Based on Multiple Intelligences Theory -- Sensitivity and Pedagogical Flexibility Based on the Concept of Style -- Experiential Learning: The Kolb Model -- Teacher-Learner Conferences -- Chapter 4: Enhancing Meaning -- Meaning-to What End? -- Engagement, Challenge, and Intrinsic Motivation -- Norms for Enhancing Meaning -- Practices for Enhancing Meaning -- Cultivating Flow -- Critical Questioning for Engaging Discussions -- Posing Problems: From Emerging Relevance to Relevance -- Decision Making -- Authentic Research -- Action Research -- Invention and Artistry

Simulation, Role Playing, and Games -- Case Study Method -- Suggested Discussion Outline -- Projects -- The Problem-Posing Model -- Chapter 5: Engendering Competence -- Authenticity, Effectiveness, and Intrinsic Motivation -- Norms for Engendering Competence -- Practices for Engendering Competence -- Feedback -- Alternatives to Pencil-and-Paper Tests: Assessment with Authentic Performance Tasks -- Well-Constructed Paper-and-Pencil Tests -- Self-Assessment -- Effective Grading -- Chapter 6: Implementing a Culturally Responsive Pedagogy -- The Example of a Single Course

Motivational Framework Lesson Plan

Praise for the Second Edition of Diversity and Motivation ""Since the first publication of Diversity and Motivation in 1995, we have consistently used this text and its philosophy in our faculty development at Valencia Community College. I am delighted to see that this new edition focuses on college teaching. Ginsberg and Wlodkowski's approach to the diverse challenges of student motivation is authentic and transforming, and faculty respond!"" -Ann E. Puyana, assistant vice president for academic affairs, Valencia Community College ""There is a great need for deeper understanding an

Description based upon print version of record.

Author notes provided by Syndetics

<p>Margery B. Ginsberg is associate professor and director of Leadership for Learning, a doctoral program for aspiring superintendents and system-level leaders at the University of Washington-Seattle. Her publications include Motivation Matters: A Workbook for School Change and Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners. She focuses her work on the ongoing improvement of teaching in primary, secondary, and postsecondary education.</p> <p>Raymond J. Wlodkowski is a former professor of educational psychology who specializes in motivation and adult learning. He is the author of Enhancing Adult Motivation to Learn, winner of the Phillip E. Frandson Award for Literature.</p>

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