Kathryn Wentzel – författare

Written specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.

Written specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.

This book brings together influential scholars of social and emotional learning (SEL) to discuss current issues in the field. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment.

Children engage in a wide range of school-related tasks that require not only cognitive and intellectual skills but also social and emotional competencies that set the stage for academic engagement and learning. In recognition of these competencies, scholars have increasingly focused on questions concerning social and emotional learning (SEL):

This volume features scholars of SEL at the forefront of these efforts. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. They describe a prevention science approach to SEL; detail a comprehensive implementation model for their RULER approach to SEL; advocate for “transformative” SEL that focuses on cultural and contextual issues; describe advances in neurobiology that suggest a reciprocal relationships between brain development and social-emotional experiences; delve into the challenges and opportunities of using SEL assessments in applied work, as well as comment on strengths and remaining challenges to the field of SEL.

This book was originally published as a special issue of Educational Psychologist.

This book brings together influential scholars of social and emotional learning (SEL) to discuss current issues in the field. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment.

Children engage in a wide range of school-related tasks that require not only cognitive and intellectual skills but also social and emotional competencies that set the stage for academic engagement and learning. In recognition of these competencies, scholars have increasingly focused on questions concerning social and emotional learning (SEL):

This volume features scholars of SEL at the forefront of these efforts. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. They describe a prevention science approach to SEL; detail a comprehensive implementation model for their RULER approach to SEL; advocate for “transformative” SEL that focuses on cultural and contextual issues; describe advances in neurobiology that suggest a reciprocal relationships between brain development and social-emotional experiences; delve into the challenges and opportunities of using SEL assessments in applied work, as well as comment on strengths and remaining challenges to the field of SEL.

This book was originally published as a special issue of Educational Psychologist.

The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology.

Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.