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.
Author(s): Joseph Zajda
Series: Globalisation, Comparative Education and Policy Research, 36
Publisher: Springer
Year: 2023
Language: English
Pages: 171
City: Cham
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
