Classroom Motivation. Cet article n’est pas disponible.Classroom Motivation

If you’re looking for an alternative to teaching future educators about academic motivation not bogged down in theory and research, then look to this new and unique text, Anderman and Anderman’s Classroom Motivation. The authors link the growing disconnect between what motivation researches discuss and recommend, and what teachers know and think about students’ motivation, organizing the text around actual research-based instructional practices that teachers use everyday in their classrooms. Theory and research are not ignored, however, as both are introduced and thoroughly discussed in every chapter as they relate to the specific instructional practices that are being presented. Readers of the text will come to understand that motivation in inherently embedded in the everyday decision that teachers make as they design their instruction. Classroom Motivation, structured around instructional questions and issues while integrating theory and research throughout, results in a sound and grounded resource, most accessible for pre-service teachers and practitioners in educational environments.

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.