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6 books match the query 'Motivation'

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Learning American Sign Language in High School

Russell S. Rosen

Gallaudet University Press, 2015

Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students.

Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.

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Mind, Motivation, and Meaningful Learning

Melissa L. Miller

Assoc of College & Research Libraries, 2021

Adults are attending college in record numbers every year. These students, many with families and careers, may have been away from an academic environment for many years and have unique needs in developing lifelong learning skills. Academic librarians have an important role as change agents in this dynamic learning environment through information literacy instruction, workshops, and individual consultations.

Mind, Motivation, and Meaningful Learning: Strategies for Teaching Adult Learners provides a blueprint that academic librarians can apply to their instructional design that facilitates a change in students’ motivation and learning strategies. It provides the tools necessary to teach learners to identify, evaluate, and apply appropriate cognitive, learning, and motivation strategies based on course content and a deeper understanding of the metacognitive component of meaningful learning. Five chapters explore the theories behind adult learning, culminating in a seven-unit curriculum scalable to a variety of learning domains complete with lesson plans, activities, assessments of the learning goals, and student reflections.

Mind, Motivation, and Meaningful Learning can help you identify the components of academic learning that contribute to high achievement; help students learn and practice effective learning and study strategies that lead to improved self-efficacy, self-regulation, and knowledge transfer; and improve instructional design for student, instructor, and academic teaching librarian success.

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Motivation and the Primacy of Perception

Merleau-Ponty's Phenomenology of Knowledge

Peter Antich

Ohio University Press, 2021

Merleau-Ponty’s phenomenological notion of motivation advances a compelling alternative to the empiricist and rationalist assumptions that underpin modern epistemology. Arguing that knowledge is ultimately founded in perceptual experience, Peter Antich interprets and defends Merleau-Ponty’s thinking on motivation as the key to establishing a new form of epistemic grounding. Upending the classical dichotomy between reason and natural causality, justification and explanation, Antich shows how this epistemic ground enables Merleau-Ponty to offer a radically new account of knowledge and its relation to perception. In so doing, Antich demonstrates how and why Merleau-Ponty remains a vital resource for today’s epistemologists.

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New Writing Classroom

Listening, Motivation, and Habits of Mind

Patrick Sullivan

Utah State University Press, 2014

In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.

Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.

The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.

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