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From the Back Cover
Focused. Applied. Unique.
The author team of this focused and uniquely written text link the growing disconnect between what motivation researches discuss and recommend, and what teachers know and think about students’ motivation, by organizing their text around actual research-based instructional practices that teachers use everyday in their classrooms. Structured around instructional questions and issues while integrating theory and research throughout, Classroom Motivation is a sound and grounded resource, most accessible for pre-service teachers and practitioners studying motivation and its affect on all students’ academic motivation and achievement.
Key features include:
About the Author
Eric M. Anderman is Professor of Educational Psychology at The Ohio State University. A former high school teacher, he specializes in adolescent motivation. He has published extensively on school transitions, academic cheating, and motivating adolescents to avoid risky behaviors. He is an Associate Editor of the Journal of Educational Psychology.
Lynley H. Anderman is Associate Professor of Educational Psychology at The Ohio State University. Her research focuses on the interplay between social and instructional influences on students’ academic motivation. A former elementary/middle school teacher, she is widely published on topics such as school belonging, social motivation, and creating classroom environments that support students’ motivation.
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