{"product_id":"autonomy-supportive-teaching-in-higher-education-a-practical-guide-for-college-professors-9781538177204","title":"Autonomy-Supportive Teaching in Higher Education:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eUsing ordinary everyday language, Autonomy Supportive Teaching in Higrher Education: A Practical Guide for College Professors organizes and summarizes the mountain of research that has been conducted using autonomy supportive teaching (AST) in the classroom. Hundreds of books, articles, and presentations have been synthesized into a series of chapters and easy-to-follow workshops. By using this book, interested faculty can begin applying the principles of self-determination theory to their classrooms today.\u003c\/p\u003e\u003cp\u003eThis resource is divided into three sections: 1) AST in Theory, which summarizes the state of the art of motivation psychology in the classroom; 2) AST in Practice, which provides eight workshops where readers are led through dozens of evidence-based and classroom tested strategies for applying AST to their own classrooms; and 3) AST Results, which explores faculty and student reflections on the strengths and weaknesses of AST as it was applied by a group of faculty at an American university.\u003c\/p\u003e\u003cp\u003eThis book is for college faculty who are tired of student apathy, disinterest, and confrontation, who are interested in helping their students cultivate inner motivational resources. Autonomous learners are interested in more than getting a good grade or doing as they’re told. These are the motivations that increase need satisfaction, lead to lifelong learning, and support a wide variety of independent learning objectives. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eNot a Vignette\u003c\/p\u003e\u003cp\u003eA Revolution in My Teaching Spirit\u003c\/p\u003e\u003cp\u003eAST Will Work for You and Your Students\u003c\/p\u003e\u003cp\u003eThree Potential Hurdles: Mistaken Beliefs that Interfere with Professional Development\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eMistaken Belief 1: It’s the Students’ Fault\u003c\/li\u003e\n\u003cli\u003eMistaken Belief 2: Teachers Cannot Change\u003c\/li\u003e\n\u003cli\u003eMistaken Belief 3: Controlling Teachers Are the Best Teachers\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eRelation to Other Psychologies of Student Motivation\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eGrit: Passion and Determination with Angela Duckworth and Cal Newport\u003c\/li\u003e\n\u003cli\u003eFixed and Growth Mindsets with Carol Dweck\u003c\/li\u003e\n\u003cli\u003eWhy We Learn the Ways that We Learn, with Josh Eyler\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eStructure of this Book\u003c\/p\u003e\u003cp\u003ePart I: Theory \u003c\/p\u003e\u003cp\u003eChapter 1: Self-Determination Theory\u003c\/p\u003e\u003cp\u003eA Brief History of the Psychology of Student Motivation\u003c\/p\u003e\u003cp\u003eSelf Determination Theory and the Three Basic Psychological Needs\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAutonomy\u003c\/li\u003e\n\u003cli\u003eCompetence\u003c\/li\u003e\n\u003cli\u003eRelatedness\u003c\/li\u003e\n\u003cli\u003eSupporting Basic Psychological Needs\u003c\/li\u003e\n\u003cli\u003eWhy the Students Wouldn’t Read Macbeth\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThe Many Forms of Extrinsic Motivation\u003c\/p\u003e\u003cul\u003e\u003cli\u003eContinuum of Extrinsic Motivation\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eInternalization and the Regulation of Beliefs, Values, and Behaviors\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNo Regulation of Beliefs, Values, and Behaviors\u003c\/li\u003e\n\u003cli\u003eExternal Regulation of Beliefs, Values, and Behaviors\u003cul\u003e\n\u003cli\u003eExternalized Regulation\u003c\/li\u003e\n\u003cli\u003eIntrojected Regulation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eInternalized Regulation of Beliefs, Values, and Behaviors\u003cul\u003e\n\u003cli\u003eIdentified Regulation\u003c\/li\u003e\n\u003cli\u003eIntegrated Regulation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eIntrinsic Regulation of Beliefs, Values, and Behaviors\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChapter 2: Autonomy Supportive Teaching\u003c\/p\u003e\u003cp\u003eVignette 1, Where Online Students Missed the First Deadline\u003c\/p\u003e\u003cp\u003eVignette 2, The One with Lethargic Graduate Students\u003c\/p\u003e\u003cp\u003eAutonomy Supportive Teaching\u003c\/p\u003e\u003cp\u003eSeven Strategies for Supporting Student Autonomy\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStrategy 1: Autonomy Supportive Teachers Adopt their Students’ Perspective\u003cul\u003e\u003cli\u003eMy Experience Taking Students’ Perspective\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 2: Autonomy Supportive Teachers Invite Students to Pursue their Interests\u003cul\u003e\u003cli\u003eMy Experience Inviting Students to Pursue their Interests\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 3: Autonomy Supportive Teachers Present Learning Activities in Need Satisfying Ways\u003cul\u003e\n\u003cli\u003eAutonomy\u003c\/li\u003e\n\u003cli\u003eCompetence\u003c\/li\u003e\n\u003cli\u003eRelatedness\u003c\/li\u003e\n\u003cli\u003eMy Experience Presenting Learning Activities in Need-Satisfying Ways\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 4: Autonomy Supportive Teachers Provide Explanatory Rationale\u003cul\u003e\u003cli\u003eMy Experience Providing Explanatory Rationale\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 5: Autonomy Supportive Teachers Acknowledge Negative Feelings\u003cul\u003e\u003cli\u003eMy Experience Acknowledging Negative Feelings\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 6: Autonomy Supportive Teachers Use Invitational Language\u003cul\u003e\u003cli\u003eMy Experience Using Invitational Language\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategy 7: Autonomy Supportive Teachers Practice Patience\u003cul\u003e\u003cli\u003eMy Experience Practicing Patience\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThe Gestalt of Autonomy Supportive Teaching\u003c\/p\u003e\u003cp\u003eChapter 3: Evidence Supporting Autonomy Supportive Teaching in Higher Education\u003c\/p\u003e\u003cp\u003eEvidence that AST Works in Higher Education\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePhysical Education and Other General Education Courses\u003c\/li\u003e\n\u003cli\u003eRemedial Writing Courses\u003c\/li\u003e\n\u003cli\u003eMusic and Performing Arts\u003c\/li\u003e\n\u003cli\u003ePsychology and Social Sciences\u003c\/li\u003e\n\u003cli\u003eSciences and Liberal Arts in South America\u003c\/li\u003e\n\u003cli\u003eArts and Humanities, Health Sciences, Engineering, and Exercise Sciences in Europe\u003c\/li\u003e\n\u003cli\u003eOnline and Asynchronous Courses\u003c\/li\u003e\n\u003cli\u003eGraduate School\u003c\/li\u003e\n\u003cli\u003eGender Differences in Highly Specific Cases\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eIntercultural and International Applicability\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePart II: Application\u003c\/p\u003e\u003cp\u003eChapter 4: Self-Determination Theory Workshop\u003c\/p\u003e\u003cp\u003eBasic Psychological Needs\u003c\/p\u003e\u003cp\u003eRegulation of Beliefs, Values, and Behaviors\u003c\/p\u003e\u003cp\u003eChapter 5: Assessing Autonomy Supportive Teaching Workshop \u003c\/p\u003e\u003cp\u003eA Preliminary Note on the Difference Between Assessment and Evaluation\u003c\/p\u003e\u003cp\u003eSituations in School Inventory\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAssessing Structure\u003c\/li\u003e\n\u003cli\u003eAssessing Chaos\u003c\/li\u003e\n\u003cli\u003eAssessing Autonomy Support\u003c\/li\u003e\n\u003cli\u003eAssessing Control\u003c\/li\u003e\n\u003cli\u003eCompleting the Inventory and Analyzing the Results\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSituations in School Inventory\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eScoring\u003c\/li\u003e\n\u003cli\u003eAdvanced Scoring\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLearning Climate Questionnaire\u003c\/p\u003e\u003cp\u003eClassroom Observation Checksheet\u003c\/p\u003e\u003cp\u003eChapter 6: Taking Students’ Perspective Workshop\u003c\/p\u003e\u003cp\u003eMethods for Getting Student Feedback\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDistribute Slips of Paper Asking for Anonymous Suggestions \u003c\/li\u003e\n\u003cli\u003eHold an Open “Town Hall” Type Forum\u003c\/li\u003e\n\u003cli\u003eCreate a Virtual Survey or Poll\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eWhen to Avoid Taking Students’ Perspective\u003c\/p\u003e\u003cp\u003ePut It into Practice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Distribute Comment Cards\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Seek Candid Reviews of Course Content\u003c\/li\u003e\n\u003cli\u003eHomework Activity #3: Invite Students to Comment on Lesson Plan for the Day\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eProblems to Expect, and How to Deal with Them\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStudents Have No Feedback to Share\u003c\/li\u003e\n\u003cli\u003eStudents Don’t Seem to Be Interested in Their Own Suggestions\u003c\/li\u003e\n\u003cli\u003eStudents Have Only Positive Feedback to Share\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChapter 7: Supporting Students’ Intrinsic Motivation Workshop\u003c\/p\u003e\u003cp\u003eAST Strategy Two: Invite Students to Pursue Their Interests\u003c\/p\u003e\u003cul\u003e\u003cli\u003eHomework: Identify an Aspect of the Course with Which You Are Comfortable Allowing Students to Participate in Choosing\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eAST Strategy Three: Present Learning Activities in Need-Satisfying Ways\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCompetence\u003c\/li\u003e\n\u003cli\u003eRelatedness\u003c\/li\u003e\n\u003cli\u003ePut it Into Practice\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Stop and Assess Where Your Students Are\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Emphasize Relatedness by Encouraging Students to Work Together\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eProblems to Expect and How to Deal with Them\u003cul\u003e\n\u003cli\u003eStudents Have a Range of Skill Levels\u003c\/li\u003e\n\u003cli\u003eStudents Are Not Interested in Working Together\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChapter 8: Supporting Students’ Internalization Workshop \u003c\/p\u003e\u003cp\u003eAST Strategy Four: Provide Explanatory Rationale\u003c\/p\u003e\u003cul\u003e\u003cli\u003ePut it into Practice\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Explain Why You’re Doing the Next Thing You Will Be Doing\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Integrate Rationale into Assignment Instructions\u003c\/li\u003e\n\u003cli\u003eHomework Activity #3: Explore the TiLT Model of Teaching\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eAST Strategy Five: Acknowledge Negative Feelings\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Acknowledge and Accept the Negative Affect of One Student\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Use Collective Negative Affect as a Diagnostic Tool\u003c\/li\u003e\n\u003cli\u003eHomework Activity #3: Reflect on the Ideal Emotional Profile of Students\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAST Strategy Six: Rely on Invitational Language\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Rewrite Activity Instructions Using Invitational Language\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Design an Alternative Assignment\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAST Strategy Seven: Practice Patience\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHomework Activity #1: Adjust the Amount of Time Needed for Completing an Activity\u003c\/li\u003e\n\u003cli\u003eHomework Activity #2: Patient Listening\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003ePart III: Finishing Touches\u003c\/p\u003e\u003cp\u003eChapter 9: Sample Assessment: Using AST in Online Courses\u003c\/p\u003e\u003cp\u003eAST in Online Courses: An Understudied Relationship\u003c\/p\u003e\u003cp\u003eDesign\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eControl Condition\u003c\/li\u003e\n\u003cli\u003eAST Condition\u003c\/li\u003e\n\u003cli\u003eList of Sample Activities for AST Condition (Human Growth and Development)\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eResults\u003c\/p\u003e\u003cul\u003e\u003cli\u003eLearning Climate Inventory\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eDiscussion\u003c\/p\u003e\u003cp\u003eAdditional Results\u003c\/p\u003e\u003cp\u003eStudent Comments about the AST Condition\u003c\/p\u003e\u003cp\u003eDiscussion of Assessment Results\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eMistake Number 1: Expectations Were Unclear\u003c\/li\u003e\n\u003cli\u003eMistake Number 2: My Understanding of AST Was Limited\u003c\/li\u003e\n\u003cli\u003eMistake Number 3: I integrated Too Few AST Strategies\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eChapter 10: A Case Study of Teacher Transformation\u003c\/p\u003e\u003cp\u003eMy 2016 Letter to Students\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCourse “Deliverables”\u003c\/li\u003e\n\u003cli\u003eDesire2Learn\u003c\/li\u003e\n\u003cli\u003eBe Yourself\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eMy 2022 Analysis of the 2016 Letter to Students\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe Letter is Long\u003c\/li\u003e\n\u003cli\u003eThe Letter is Formatted Using Headings\u003c\/li\u003e\n\u003cli\u003eThere is a Block Quote\u003c\/li\u003e\n\u003cli\u003eThe Letter is Not Written from the Students’ Perspective\u003c\/li\u003e\n\u003cli\u003eStudents Are Expected to Be Guided by Intrinsic Motivation\u003c\/li\u003e\n\u003cli\u003eThere is Little Explanatory Rationale\u003c\/li\u003e\n\u003cli\u003eThere is No Room for Affect\u003c\/li\u003e\n\u003cli\u003eIt’s My Way or the Highway\u003c\/li\u003e\n\u003cli\u003eSelective Patience\u003c\/li\u003e\n\u003cli\u003eIt Isn’t All Bad\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eA Digital Letter Written to an Online Health Psychology Course in 2022\u003c\/p\u003e\u003cul\u003e\u003cli\u003eGeneral Observations\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eConclusion: Troubleshooting Problems and Looking Ahead\u003c\/p\u003e\u003cp\u003eSome Instructors Will Do This Naturally\u003c\/p\u003e\u003cp\u003eAnticipating Problems\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe Need for Structure\u003c\/li\u003e\n\u003cli\u003eLogistical Problems with Adopting Autonomy Supportive Teaching\u003c\/li\u003e\n\u003cli\u003eConfusion about What the Strategies Entail\u003c\/li\u003e\n\u003cli\u003eDisagreement about the Teachability of Certain Strategies\u003c\/li\u003e\n\u003cli\u003eExternal Pressures to Be Controlling\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eA Call for More Research on AST in Higher Education\u003c\/p\u003e\u003cp\u003eAST in Large Lecture Halls (Less than 70 students)\u003c\/p\u003e\u003cp\u003eAsynchronous Online Courses\u003c\/p\u003e\u003cp\u003eProfessional and Organizational Development\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041250181463,"sku":"9781538177204","price":18.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781538177204.jpg?v=1750949516","url":"https:\/\/bookcurl.com\/products\/autonomy-supportive-teaching-in-higher-education-a-practical-guide-for-college-professors-9781538177204","provider":"Book Curl","version":"1.0","type":"link"}