Globalisation and Dominant Models of Motivation Theories in Education

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students' engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom.

The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students' motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students' engaging learning environments, and their academic achievement.

Provides an overview of education policy changes in globalisation, motivation, and students' engagement Offers ideas on creating engaging learning environments for teachers, policy-makers and educational leaders Demonstrates discourses of dominant models of motivation and their impact on students' engagement and performance

Auteur

Joseph Zajda is Professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specialises in globalisation and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 chapters and articles on globalisation and education policy, higher education, and curriculum reforms. He is also Editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht: Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht: Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms: Emerging paradigms. Dordrecht: Springer; Zajda, J. (2018). He is Elected Fellow of the Australian College of Educators (FACE).

Contenu

1. Globalisation and dominant models of motivation theories affecting schools.- 2. Behaviourism as a major motivation model to improve performance in schools.- 3. Cognitive theories for creating engaging learning environments.- 4. Social cognitive theories for improving engagement and motivation.- 5. Social constructivism to improve students' motivation.- 6. Humanistic approaches for creating effective motivational environments.- 7. The use of discourse analysis in understanding motivation.- 8. Dominant values used in motivation in inclusive schools.- 9. The impact of motivation on students' engagement and performance.