Diversity and Motivation: Culturally Responsive Teaching in College

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 and conceptualization of student motivation across diverse groups to change the consciousness of educators and, ultimately, society. For those of us who teach, and face that need daily, this work illuminates and inspires."
—Ed Taylor, vice provost and dean, Undergraduate Academic Affairs, University of Washington?
"No one knows more about creating intrinsically motivating classroom environments in diverse settings than Margery Ginsberg and Raymond Wlodkowski. Every educator who wants to engage students fully for success should read this book!"
—Beverly Daniel Tatum, president, Spelman College

Spis treści:
Preface.
Acknowledgments.
The Authors.
1. Understanding Relationships Between Culture and Motivation to Learn.
2. Establishing Inclusion.
3. Developing Attitude.
4. Enhancing Meaning.
5. Engendering Competence.
6. Implementing a Culturally Responsive Pedagogy.
Resources.
Resource A: Charting Insights from Lesson Study.
Resource B: Working with a Faculty Team to Introduce the Motivational Framework.
Resource C: The Motivational Framework.
Resource D: The Motivational Framework Lesson Plan.
Resource E: Facilitating Equitable Discussions Within a Multicultural Classroom.
Resource F: Effective Lecturing Within a Multicultural Classroom.
Resource G: Providing Written Feedback to Studen ts in a Multicultural Classroom.
Resource H: Cooperative Lesson Worksheet.
Resource I: Inclusion, Attitude, Meaning, and Competence Rubrics.
Resource J: Peer Coaching Rubrics.
Resource K: Evaluating the Motivational Conditions of a Class.
References.
Name Index.
Subject Index.

Nota biograficzna:

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.
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.

Okładka tylna:

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 and conceptualization of student motivation across diverse groups to change the consciousness of educators and, ultimately, society. For those of us who teach, and face that need daily, this work illuminates and inspires."
—Ed Taylor, vice provost an d dean, Undergraduate Academic Affairs, University of Washington?
"No one knows more about creating intrinsically motivating classroom environments in diverse settings than Margery Ginsberg and Raymond Wlodkowski. Every educator who wants to engage students fully for success should read this book!"
—Beverly Daniel Tatum, president, Spelman College