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001 978-3-031-61613-6
003 DE-He213
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020 _a9783031616136
_9978-3-031-61613-6
024 7 _a10.1007/978-3-031-61613-6
_2doi
050 4 _aLC71-188
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
072 7 _aJNF
_2thema
100 1 _aZajda, Joseph.
_eauthor.
_0(orcid)0000-0003-4422-9782
_1https://orcid.org/0000-0003-4422-9782
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_973280
245 1 0 _aEngagement, Motivation, and Students’ Achievement
_h[electronic resource] /
_cby Joseph Zajda.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXVIII, 176 p. 3 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aGlobalisation, Comparative Education and Policy Research,
_x2543-0572 ;
_v48
505 0 _a1 Engagement, motivation, and students’ achievement -- 2 Increasing students’ engagement in the classroom -- 3 Models of inclusive classrooms in promoting motivation and performance -- 4 Cultural identities in the classroom and engagement -- 5 Students’ personalities and their impact on academic achievement -- 6 The role of intelligence and its impact on academic achievement -- 7 Social and cultural factors and their influences on engagement in the classroom -- 8 The impact of social learning on students’ motivation and performance -- 9 Engagement in collaborative groups in the classroom and improved academic achievement -- 10 Teachers’ role in promoting engagement, motivation, and students’ achievement.
520 _aThis book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students’ motivation, students’ well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students’ personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers’ role in promoting engagement in the classroom. The 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.
650 0 _aEducation and state.
_958709
650 0 _aTeaching.
_959247
650 0 _aLearning, Psychology of.
_969819
650 0 _aEducational tests and measurements.
_970532
650 0 _aEducational sociology.
_958182
650 1 4 _aEducational Policy and Politics.
_971022
650 2 4 _aPedagogy.
_968979
650 2 4 _aLearning Theory.
_969822
650 2 4 _aLearning Psychology.
_979154
650 2 4 _aAssessment and Testing.
_970533
650 2 4 _aSociology of Education.
_969758
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031616129
776 0 8 _iPrinted edition:
_z9783031616143
776 0 8 _iPrinted edition:
_z9783031616150
830 0 _aGlobalisation, Comparative Education and Policy Research,
_x2543-0572 ;
_v48
_973285
856 4 0 _uhttps://doi.org/10.1007/978-3-031-61613-6
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c60939
_d60939