This book analyses discourses of effective learning environments globally. It focuses on the student’s cultural identity and academic achievement, the significance of cultural and social capital to student’s academic achievement, motivational strategies enhancing engagement and performance, effective teaching strategies, and quality in education for all.
The book discusses and evaluates the shifts in methodological approaches to effective learning environments and globalisation. It analyses such topics as the students’ cultural identity and achievement, motivational strategies for creating effective learning environment, constructivist pedagogy for critical thinking, dimensions of discrimination in schools globally, intelligence testing and the effects on academic achievement, and values education in the classroom. The book evaluates the shifts in methodological approaches to globalisation and effective learning environments globally, and their impact on education policy and pedagogy. It contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and effective learning environments education reforms.
Author(s): Joseph Zajda
Series: Globalisation, Comparative Education and Policy Research, 25
Publisher: Springer
Year: 2021
Language: English
Pages: 167
City: Cham
Globalisation and Education Reforms
Creating Effective Learning Environments
Copyright
Foreword
Series Editor
Preface
Editorial by the Series Editor
Contents
Chapter 1: Creating Effective Learning Environments in Schools Globally
Major Factors Defining and Influencing Effective Learning Environments Globally
Defining Characteristics of 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
Knowledge and Cultural and Social Capital
Effective Learning Environments: Factors Influencing Schooling and Academic Achievement
Motivation in the Classroom: Creating Effective Learning Environments
Quality in Education
Conclusion
Chapter 2: Motivation in the Classroom: Creating Effective Learning Environments
Motivation in the Classroom: Creating Effective Learning Environments: Introduction
Definition of Motivation
Contemporary Views of Motivation in the Classroom
Behavioural Theories of Motivation
Cognitive Theories of Motivation
Achievement Motivation
The Self Worth Theory of Motivation
Attribution Theory of Motivation
Goal Theories of Motivation
Socio-Cultural Theory of Motivation
Humanistic Theories of Motivation
Application of Motivational Approaches in the Classroom
Behavioural Approaches to Motivation
Cognitive Approaches to Motivation
Social Learning Approaches to Motivation
Humanist Approaches to Motivation
Discussion
The Spiral Model of Motivational Theories
Conclusion
Chapter 3: Constructivist Learning Theory and Creating Effective Learning Environments
Constructivism in Learning
The History of Constructivism
Constructivist Theory
Constructivist Approaches: Two Major Strands of the Constructivist Perspective
Social-Cultural Constructivism
Constructivist Learning in the Classroom
Individual Differences and Learning Styles
Effective Teachers and Teachers’ Knowledge
Effective and Engaging Teachers
Cultural Influences
Improving Constructivist Pedagogy: Learning and Teaching
Suggestions for Constructivist Pedagogy
Evaluation
Conclusion
Chapter 4: Discrimination and Self-Fulfilling Prophecy in Schools Globally
Global Discrimination and Discriminatory Practices: Introduction
What Is Discrimination?
Legal and Ethical Implications of Discriminatory Practices in Schools
Discrimination in Schools
The Ideology of Meritocracy
Learning Discrimination in the Classroom
Learning Styles
Learning Modality Discrimination
Intelligence Discrimination
Race and Ethnicity Discrimination
Self-Fulfilling Prophecy and Key Principles
The Pygmalion Effects
Example of a Positive Self-Fulfilling Prophecy
Self-Fulfilling Prophecy in Life
How Teachers Communicate Expectations
Conclusion
Chapter 5: Current Research of Theories and Models of Intelligence Globally
Introduction to the Research on Intelligence Theories and Models
Background into g-Centric Theories of Intelligence
Genome Research
Major Models of Intelligence
Intelligence Defined and Constructed
Traditional Models of Intelligence
Psychometric Theories of Intelligence
Critique of Psychometric Theories of Intelligence
Cognitive-Contextual Theories of Intelligence
Critique of Cognitive-Contextual Theories of Intelligence
Vygotsky
Piaget Theory of Cognitive Development
Guilford’s Cube
Sternberg’s Triarchic Intelligence Model
Gardner’s MI Model
Research Findings on Intelligence, Genetics and Environment
Intelligence Testing
Aptitude and Intelligence
Stanford-Binet Intelligence Quotient
Wechsler Intelligence Scale for Children (WISC)
Woodcock Johnson Test of Cognitive Ability
Aptitude and Achievement Tests
Evaluation
Conclusion
Chapter 6: Values Education and Creating Effective Learning Environments: A Global Perspective
Globalisation as a Multi-faceted Phenomenon: Implications for Values Education
Defining Values
Values Education
Cultural Origins of Values
Global Models for Values Education
Local and National Values
Urie Bronfenbrenner’s Model
James Banks and His Model for Multicultural Education
Values Education in Schools
The Nature of Values in Schools
The Politics of Values Education
Moral Dilemmas
Incorporating Values into the History/HUMANITIES Curriculum
Values Education in Humanities and Social Sciences
Objectives of Values Education in the Classroom
Classroom Strategies for Teaching Values
Values Education and Academic Achievement
Evaluation
Conclusion
Chapter 7: Education Quality in Schools: Researching Dominant Paradigms
Quality Debate in Education: Introduction
Global Standards of Academic Achievement
Defining Education Quality
Education Quality Global Definition
Education Quality: Input and Output Policy Perspective
Education Quality: Students’ Academic Performance
Education Quality: Contesting Metaphors
The Quality of Education Debate in Education
Re-conceptualising of the Quality Debate
Quality for All
Conclusion
References
Index
