To Want to Learn

Insights and Provocations for Engaged Learning
2. 2012 Auflage 2012
ISBN: 978-0-230-33820-3
Verlag: Palgrave MacMillan Us

Buch, Englisch, 230 Seiten, Format (B × H): 151 mm x 228 mm, Gewicht: 315 g

When students are self-motivated, they work harder at learning even if resources are inadequate. This book argues that students and teachers waste time and energy because the curriculum rests on flawed mental models. Change requires theories of motivation and learning based on advances in neurobiology and cognitive studies.

Zielgruppe

Research

Autoren/Hrsg.

J

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

PART I: TO WANT TO LEARN Problems and Possibilities Perspectives on Engaged Living PART II: BRAIN, MIND, AND BODY Neurobiological Systems Psychology of Involvement PART III: MOTIVATION, LEARNING, AND SCHOOL CULTURE Considerations for Better Learning Institutional Culture, Motivation and Learning Postscript

Über Autor(innen)

Jackson Kytle is a social psychologist, progressive educator, writer, and consultant to college leaders, working for the Advance Group. He was elected a Commissioner for the Middle States Commission on Higher Education. Previous college leadership positions include: Vice President for Academic Affairs, HealthCare Chaplaincy; Deputy Provost of The New School in New York City; Dean of Vermont College and Vice President, Norwich University; President of Goddard College; and Vice President for Academic Affairs at Antioch University. Jackson has taught at each of these colleges, offering courses in social psychology, research methods and statistics, educational philosophy, and college writing.