Invisible forces : motivational supports and challenges in high school and college classes

Title:

Author:

Liu, Pei Pei, 1982- author.

ISBN:

9781438495774

Personal Author:

Liu, Pei Pei, 1982- author.

Physical Description:

x, 278 pages ; 24 cm

General Note:

Source of cataloging data: WCP

Abstract:

"Explores the critical role that classroom educators play in supporting student motivation throughout the transition from high school to college"-- Provided by publisher.

Contents:

Introduction : the invisible ecosystem of student motivation -- Making the team : cultivating high school belonging through collective goals -- Choosing your adventure : promoting value mindsets in high school through personal relevance and self-direction -- Interlude : transitioning from high school to college -- Trusting the process : embracing growth mindsets in a first-year college writing class -- Mastering the game : sustaining competence mindsets through new challenges in college learning and teaching -- Illuminating the invisible.

Subject Term:

Motivation in education.

College preparation programs -- Psychological aspects.

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Library	Material Type	Call Number	Status	Item Holds
Searching... Sugar Grove - Todd Library	Book	LB1065 .L587 2023	Searching... Unknown	Searching... Unavailable

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Summary

Educators consistently identify student motivation as a top concern, particularly during the transition to college, but often feel helpless to influence it. Some assume that students are simply motivated or not. Others are daunted by trying to shape an unobservable psychological phenomenon. Invisible Forces provides a framework for thinking of student motivation as a set of internal "mindsets" that are promoted or thwarted through a complex ecology of personal, classroom, institutional, and systemic factors. Using the method of portraiture, Pei Pei Liu brings this ecology to life. The book presents a series of four rich case studies of educators' efforts to support student motivation and the challenges they encounter in secondary and postsecondary writing classrooms. Attuned to the unique status of writing-based courses as a near universal academic experience throughout the transition from high school to college, these portraits shed light on different strategies, make a case for institutional support of instructors, and pave the way for greater alignment between secondary and postsecondary settings.