Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series)

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series) Review

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Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series) Feature

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related.

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development:
*represents a new direction in theory and research on intellectual functioning and development;
*portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and
*encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.

By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.

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The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools

The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools Review

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The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools Feature

''The very in-depth elaboration of psychological, educational, and social concepts Dr. Jackson presents creates a large and ingenious inventory of pedagogical tools to promote the goals of achievement and upward mobility for those students who depend on teachers to make this possible.''
--From the Foreword by Reuven Feuerstein, Chairman and Founder, ICELP, Jerusalem, Israel


''The Pedagogy of Confidence can change the way we approach learning, teaching, and urban school reform. A remarkable achievement, this book should be read by every educator and policymaker truly interested in closing the achievement gap.''
--Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University


''Jackson's unparalleled urban experience, coupled with her strength-based approach to learning, make this book what will become the 'Rosetta Stone' of urban education.''
--Joseph S. Renzulli, Director, The National Research Center on the Gifted and Talented, The University of Connecticut


''The Pedagogy of Confidence is for urban educators who want to know how to be effective in teaching and developing strong relationships with their students. It is an invaluable resource to those who seek to make a difference.''
--Pedro A. Noguera, Peter L. Agnew Professor of Education, New York University


''The Pedagogy of Confidence renews our hope for schools as homes for the fullest development of the mind, classrooms as engaging, mediative environments, and all learners as having the propensity for continued, lifelong intellectual growth.''
--Arthur L. Costa, Professor Emeritus, California State University, Sacramento


In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, to reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds to the faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to ''rekindle the belief in the vast capacity of underachieving urban students,'' and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, the influence of new technologies, and language preferences of students.

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