Globalisation and Education Reforms: Creating Effective Learning Environments

Globalisation and Education Reforms
	Creating Effective Learning Environments
	Copyright
	Foreword
	Series Editor
	Preface
	Editorial by the Series Editor
	Contents
Chapter 1: Creating Effective Learning Environments in Schools Globally
	Major Factors Defining and Influencing Effective Learning Environments Globally
	Defining Characteristics of Self-Concept
		Carl Rogers’s Theory of the Self
		George Kelly and the Self
		The Self-Concept and Classroom Implications
	Cultural Identity
		Cultural Identity
	Global Cultural Identities
	Knowledge and Cultural and Social Capital
	Effective Learning Environments: Factors Influencing Schooling and Academic Achievement
	Motivation in the Classroom: Creating Effective Learning Environments
	Quality in Education
	Conclusion
Chapter 2: Motivation in the Classroom: Creating Effective Learning Environments
	Motivation in the Classroom: Creating Effective Learning Environments: Introduction
	Definition of Motivation
	Contemporary Views of Motivation in the Classroom
		Behavioural Theories of Motivation
		Cognitive Theories of Motivation
			Achievement Motivation
			The Self Worth Theory of Motivation
			Attribution Theory of Motivation
			Goal Theories of Motivation
		Socio-Cultural Theory of Motivation
		Humanistic Theories of Motivation
	Application of Motivational Approaches in the Classroom
		Behavioural Approaches to Motivation
		Cognitive Approaches to Motivation
		Social Learning Approaches to Motivation
		Humanist Approaches to Motivation
	Discussion
		The Spiral Model of Motivational Theories
	Conclusion
Chapter 3: Constructivist Learning Theory and Creating Effective Learning Environments
	Constructivism in Learning
		The History of Constructivism
		Constructivist Theory
	Constructivist Approaches: Two Major Strands of the Constructivist Perspective
		Social-Cultural Constructivism
	Constructivist Learning in the Classroom
		Individual Differences and Learning Styles
		Effective Teachers and Teachers’ Knowledge
		Effective and Engaging Teachers
		Cultural Influences
	Improving Constructivist Pedagogy: Learning and Teaching
	Suggestions for Constructivist Pedagogy
	Evaluation
	Conclusion
Chapter 4: Discrimination and Self-Fulfilling Prophecy in Schools Globally
	Global Discrimination and Discriminatory Practices: Introduction
		What Is Discrimination?
		Legal and Ethical Implications of Discriminatory Practices in Schools
		Discrimination in Schools
		The Ideology of Meritocracy
	Learning Discrimination in the Classroom
	Learning Styles
	Learning Modality Discrimination
	Intelligence Discrimination
	Race and Ethnicity Discrimination
	Self-Fulfilling Prophecy and Key Principles
		The Pygmalion Effects
		Example of a Positive Self-Fulfilling Prophecy
	Self-Fulfilling Prophecy in Life
		How Teachers Communicate Expectations
	Conclusion
Chapter 5: Current Research of Theories and Models of Intelligence Globally
	Introduction to the Research on Intelligence Theories and Models
		Background into g-Centric Theories of Intelligence
		Genome Research
	Major Models of Intelligence
	Intelligence Defined and Constructed
	Traditional Models of Intelligence
		Psychometric Theories of Intelligence
		Critique of Psychometric Theories of Intelligence
		Cognitive-Contextual Theories of Intelligence
		Critique of Cognitive-Contextual Theories of Intelligence
			Vygotsky
		Piaget Theory of Cognitive Development
		Guilford’s Cube
		Sternberg’s Triarchic Intelligence Model
		Gardner’s MI Model
	Research Findings on Intelligence, Genetics and Environment
		Intelligence Testing
	Aptitude and Intelligence
		Stanford-Binet Intelligence Quotient
		Wechsler Intelligence Scale for Children (WISC)
		Woodcock Johnson Test of Cognitive Ability
		Aptitude and Achievement Tests
	Evaluation
	Conclusion
Chapter 6: Values Education and Creating Effective Learning Environments: A Global Perspective
	Globalisation as a Multi-faceted Phenomenon: Implications for Values Education
		Defining Values
		Values Education
	Cultural Origins of Values
	Global Models for Values Education
	Local and National Values
		Urie Bronfenbrenner’s Model
		James Banks and His Model for Multicultural Education
	Values Education in Schools
		The Nature of Values in Schools
	The Politics of Values Education
	Moral Dilemmas
	Incorporating Values into the History/HUMANITIES Curriculum
		Values Education in Humanities and Social Sciences
	Objectives of Values Education in the Classroom
	Classroom Strategies for Teaching Values
	Values Education and Academic Achievement
	Evaluation
	Conclusion
Chapter 7: Education Quality in Schools: Researching Dominant Paradigms
	Quality Debate in Education: Introduction
		Global Standards of Academic Achievement
	Defining Education Quality
		Education Quality Global Definition
		Education Quality: Input and Output Policy Perspective
		Education Quality: Students’ Academic Performance
		Education Quality: Contesting Metaphors
	The Quality of Education Debate in Education
	Re-conceptualising of the Quality Debate
		Quality for All
	Conclusion
References
Index