Globalisation and Inclusive Schooling: Engaging Motivational Environments

Description

This book analyses discourses of inclusive schooling and engaging motivational environments globally. It focuses on the student’s identity, belonging, performance in the classroom, and the significance of cognitive, cultural, emotional and social capital to student’s academic achievement. The book discusses and evaluates the shifts in methodological approaches to inclusive and engaging learning environments. It analyses topics such as the students’ cultural identity and achievement, motivational strategies for creating engaging learning environment, the use of constructivist pedagogy for critical thinking, social constructivism, and values education in the classroom.  The book also analyses and evaluates the shifts in methodological approaches to globalisation and inclusive schooling globally, and their impact on performing schools. It contributes in a very scholarly way, to a more holistic understanding of the nexus among globalisation, comparative education research, inclusive schooling and engaging learning environments. Foreword Preface Editorial by the Series Editor Contents About the Series Editor 1 Globalisation and Competitiveness-Driven Education Reforms Affecting Education Globalisation and Education Reforms: Introduction Globalisation as a Cultural Transformation of Modernity Standards-Driven and Outcomes-Defined Policy Change Paradigm of Standards-Driven and Outcomes-Defined Education Policies Global Competitiveness of Schools Globalisation, Marketisation, Quality and Efficiency Driven Reforms Inclusive Schooling and Academic Achievement The Ideology of Meritocracy Intelligence Discrimination Raising the Achievement of All Learners in Inclusive Education Discussion Conclusion 2 Globalisation and Education Reforms: Promoting Engaging Learning Environments Introduction The Changing Nature of Identity in the Global Age Identity in the Digital Age Multiple Identities Defining Characteristics of Self-Concept The Individual’s Self-Concept Carl Rogers’s Theory of the Self George Kelly and the Self The Self-Concept and Classroom Implications Cultural Identity Cultural Identity Global Cultural Identities The Relevance of Knowledge and Cultural and Social Capital in Students’ Learning Factors Influencing Schooling and Academic Achievement What Factors Define Effective Teachers in the Classroom? Motivation in the Classroom: Creating Effective Learning Environments Quality in Education and Standards Conclusion 3 Inclusive Schooling and Motivational Strategies for Improving Academic Achievement Inclusive Schooling and Academic Achievement: Introduction Improving Students’ Well-Being in the Classroom The Nexus Between School Climate and Students’ Well-Being Bullying in Schools Cultural Identity, Self-Concept and Academic Achievement Cultural Identity Self-Concept and Academic Achievement Inclusive Schooling and Academic Achievement Teachers’ Impact on Students’ Engagement and Performance Self-Regulated Learning (SRL) and Academic Achievement Effective Strategies for Improving Self-Regulation Self-Regulating Learning (SRL) and Academic Performance Metacognition and Academic Achievement Defining Metacognition Metacognitive Strategies Metacognition and Intelligence Strategies or Developing Metacognitive Thinking Metacognitive Strategies Teachers’ Effective Motivational Strategies to Overcome Discrimination in the Classroom Racism Student Engagement at School: A Sense of Belonging Engaging Motivational Strategies for Improving Performance Achievement Motivation, as Goal-Theory Humanistic Theories of Motivation Students’ Motivational Needs Conclusion 4 The Use of Social Constructivism to Improve Learning and Performance Introduction Constructivist Theory of Learning Constructivist Pedagogy in the Classroom Constructivist Approaches: Two Major Strands of the Constructivist Perspective Improving Constructivist Pedagogy in the Classroom The Most Effective Pedagogy in the Classroom Effective Schools and Teachers How Do Students Learn Best? Suggestions for Implementing Constructivist Pedagogy in the Classroom Social Constructivism to Improve Learning and Performance Evaluation Conclusion 5 Major Motivational Models in Inclusive Schools Introduction Motivation Major Motivational Models in Inclusive Schools Behavioural Theories of Motivation Strengths and Limitations of Behavioural Learning Theories Major Motivational Models in Inclusive Schools: Cognitive Theories Cognitive Load in the Working Memory The Modality Effect on Information Processing in the Working Memory Learning Styles Metacognive Knowledge Metacognitive Strategies Major Motivational Models in Inclusive Schools: Social Learning Theories Observational Learning Self-Regulated Learning Major Motivational Models in Inclusive Schools: Humanistic Theories Humanistic Psychology: Focus on Feelings and Emotions Some Self-Actualization Characteristics Strength of Maslow’s Theory Limitations of Maslow’s Theory Carl Rogers and Theory of Humanism Rogers and Strength of Theory of Humanism Limitations Similarities Between Maslow and Rogers Differences Between Maslow and Rogers First Steps Application of Maslow’s Hierarchy in the Classroom Humanism and Education Today Conclusion 6 Inclusive Schooling and Creating Effective Motivational Environments Introduction Inclusive Schooling and Effective Motivational Environments Students’ Identities Students’ Sense of Belonging Intelligence, Personality Traits and Learning Strategies Learning Styles Social and Emotional Learning The Role of Noncognitive Factors in Students’ Academic Performance Teachers’ Influence on Performance in Inclusive Classrooms Conclusion 7 Dominant Values Education in Inclusive Schools Introduction Defining Values Dominant Values Education in Inclusive Schools Approaches Used for Teaching Values in the Classroom Social Constructivism and Promoting Values Education in the Classroom Cooperative Groups and Learning Values Humanistic Perspectives in Inclusive Classrooms Developing Learning and Participation in Inclusive Schools Quality Learning and Teaching in Inclusive Schools Defining Quality in Education Evaluation Quality for All Students in Schools Conclusion References Index