Autonomy-Supportive Teaching in Higher Education - Whitehead, Patrick M.

. .

Résumé :
A practical, comprehensive teaching guide for college faculty, no matter what the discipline or course, on using evidence-based, validated strategies and assessments for increasing student motivation to learn online and in-person&mdash...

Biographie:
Patrick M. Whitehead...

Sommaire:

Acknowledgments
Introduction
Not a Vignette
A Revolution in My Teaching Spirit
AST Will Work for You and Your Students
Three Potential Hurdles: Mistaken Beliefs that Interfere with Professional Development
Mistaken Belief 1: It's the Students' Fault
Mistaken Belief 2: Teachers Cannot Change
Mistaken Belief 3: Controlling Teachers Are the Best Teachers
Relation to Other Psychologies of Student Motivation
Grit: Passion and Determination with Angela Duckworth and Cal Newport
Fixed and Growth Mindsets with Carol Dweck
Why We Learn the Ways that We Learn with Josh Eyler
Structure of This Book
PART I: THEORY
1 Self-Determination Theory and Higher Education
A Brief History of the Psychology of Student Motivation
Self-Determination Theory and the Three Basic Psychological Needs
Autonomy
Competence
Relatedness
Supporting Basic Psychological Needs
Why the Students Wouldn't Read Macbeth
The Many Forms of Extrinsic Motivation
Continuum of Extrinsic Motivation
Internalization and the Regulation of Beliefs, Values, and Behaviors
No Regulation of Beliefs, Values, and Behaviors
External Regulation of Beliefs, Values, and Behaviors
Externalized Regulation
Introjected Regulation
Internalized Regulation of Beliefs, Values, and Behaviors
Identified Regulation
Integrated Regulation
Intrinsic Regulation of Beliefs, Values, and Behaviors
2 Autonomy-Supportive Teaching
Vignette 1, Where Online Students Missed the First Deadline
Vignette 2, The One with Lethargic Graduate Students
Autonomy-Supportive Teaching
Seven Strategies for Supporting Student Autonomy
Strategy 1: Autonomy-Supportive Teachers Adopt Their Students' Perspective
My Experience Taking Students' Perspective Strategy 2: Autonomy-Supportive Teachers Invite Students to Pursue Their Interests
My Experience Inviting Students to Pursue Their Interests Strategy 3: Autonomy-Supportive Teachers Present Learning Activities in Need-Satisfying Ways
Autonomy Competence Relatedness My Experience Presenting Learning Activities in Need-Satisfying Ways Strategy 4: Autonomy-Supportive Teachers Provide Explanatory Rationale
My Experience Providing Explanatory Rationale Strategy 5: Autonomy-Supportive Teachers Acknowledge Negative Feelings
My Experience Acknowledging Negative Feelings Strategy 6: Autonomy-Supportive Teachers Use Invitational Language
My Experience Using Invitational LanguageStrategy 7: Autonomy-Supportive Teachers Practice Patience
My Experience Practicing Patience The Gestalt of Autonomy-Supportive Teaching
3 Evidence Supporting Autonomy-Supportive Teaching in Higher Education
Evidence that AST Works in Higher Education
Physical Education and Other General Education Courses
Remedial Writing Courses
Music and Performing Arts
Psychology and Social Sciences
Sciences and Liberal Arts in South America
Arts and Humanities, Health Sciences, Engineering, and Exercise Sciences in Europe
Online and Asynchronous Courses
Graduate School
Gender Differences in Highly Specific Cases
Intercultural and International Applicability
Conclusion
PART II: APPLICATION
4 Self-Determination Theory Workshop
Basic Psychological Needs
Regulation of Beliefs, Values, and Behaviors
5 Diagnosing Teaching Styles with AST Inventories