ERIC Number: ED523454
Record Type: Non-Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 0
Transformative Professional Learning: A System to Enhance Teacher and Student Motivation
Ginsberg, Margery B.
This book's bold new vision for professional learning emphasizes the importance of intrinsic motivation and respect for cultural diversity to create a transformative approach to school improvement. Knowing that culture and motivation are inseparable influences on learning, Margery B. Ginsberg provides practical steps that focus on teaching and learning grounded in the reality of children's lives. Because motivated teachers tend to have motivated students, Ginsberg's professional development program creates the same motivational conditions for adult learning that work well for students. The book's processes include: (1) Shadowing students to help sharpen teachers' understanding of student motivation; (2) Conducting home visits to better connect with students' lives and families; (3) Collaborating with other teachers to design lessons; and (4) Analyzing data in collaboration with students, families, and community members. Included are an abundance of field-tested tools, templates, and protocols. Teachers and administrators will find an experienced voice of reason to guide them through today's maze of increasing demands as they work toward the ultimate goal of engaging all students. A preface and an index are included.
Descriptors: Home Visits, Student Motivation, Adult Learning, Cultural Pluralism, Educational Change, Student Diversity, Teacher Motivation, Learner Engagement, Data Analysis, Educational Improvement, Cooperation, Transformative Learning
Corwin, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://www.corwinpress.com
Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Secondary Education
Audience: Teachers; Administrators
Authoring Institution: N/A