How do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional
and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies.
Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need
to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students.
This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.
This volume contains an Open Access Chapter
Stuart A. Karabenick was a prolific scholar and a co-editor of the Advances in Motivation and Achievement book series. At the time of his passing on August 1st, 2020, he was a Professor Emeritus at Easter Michigan University and a Research-Professor Emeritus at the University of Michigan. Throughout
his long career in Educational Psychology, Dr. Karabenick conducted research in several areas, and with dozens of collaborators.
This volume memorializes Dr. Karabenick by asking some of his collaborators and former students to contribute chapters in the research topic that they worked on with him. The collection begins with a reprint of an article that was published just before Dr. Karabenick passed away, sharing the wisdom
he had acquired during his long and distinguished career. The book contains three chapters about help- seeking – one of the topics that Dr. Karabenick examined most frequently in his research – followed by three chapters about teacher motivation and professional development. Next, there
are chapters about self-regulation, another of Dr. Karabenick’s favorite research topics. The volume culminates with chapters on a variety of topics: uses of technology to help foster student self-regulation, defining, measuring, and fostering a sense of relevance among students, and improving
research through high-quality cognitive pretesting procedures.
Volume 22 provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.
Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California,
Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education.
Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.
Globally, researchers are being asked to plan for and demonstrate the impact that their research has on culture, society, health, and the economy. Higher education is changing, moving away from rewarding academics primarily for peer-reviewed academic publications and asking academics to report on
how their work contributes to society more broadly.
For many academics, impact poses a worrisome proposition. Impact has not generally been integrated into PhD training and many universities have been slow to respond to the emerging impact agenda, leaving a knowledge, training, and support gap. The Impactful Academic offers a holistic, all-of-career
approach to impact aimed at active researchers and those who support research impact. It ruminates on the question of what an academic with impact looked like in the past, and what it will look like going forward as concepts around impact are solidified by government and granting agencies. The
authors come from various backgrounds including engaged scholars who are generating impact, and impact professionals who have been critical to supporting academics across disciplines on their impact journeys. The reader will emerge with more than an impact plan for a single research project or
grant, but rather a holistic, career-centric approach to impact.
In a male-dominated higher education sector characterised by overt and subtle adversities for women, the path for women in academia is rarely a simple and easy one. This book sets out to empower women in academia to unite in sharing their stories, inspiring and encouraging one another.
Providing international perspectives from Asia, Australia, South Africa and the United Kingdom, and packed with real examples, success stories and practical advice from academic women at all levels, this timely text equips readers to understand how we can move higher education institutions beyond
the constraints that have held highly competent women back for far too long. Chronicling both the challenges and opportunities posed by the higher education sector, and cutting across the fields of leadership, management and gender studies, the contributors offer a finely curated collection which
empowers women not only to better navigate the academic world, but thrive in it.