Optimizing Student Success in School with the Other Three Rs

1 - Cover [Seite 1]
2 - Contents [Seite 6]
3 - 1. Introduction [Seite 8]
4 - 2. Reasoning, Resilience, and Responsibility From the Standpoint ofthe WICS Theory of Higher Mental Processes [Seite 24]
5 - 3. Motivational Orientations That Lead Students to Show Deeper Levels of Reasoning, Greater Responsibility for Their Academic Work, and Greater Resilience in the Face of Academic Difficulty [Seite 46]
6 - Part I. Special Focus on Reasoning [Seite 64]
6.1 - 4. The Role of Knowledge in the Development of Mathematical Reasoning [Seite 66]
6.2 - 5. Promoting Deaf Children's Mathematical Reasoning by UsingTheir Visual-Spatial Strengths [Seite 82]
6.3 - 6. Performance Data and Proven Practices: Empowering Tools to Spur High Levels of Student Reasoning and Achievement [Seite 102]
7 - Part II. Resilience [Seite 118]
7.1 - 7. Resilience and Risk in Learning: Complex Interactions and Comprehensive Interventions [Seite 120]
7.2 - 8. Resilience as a Factor in Overcoming Obstacles to High Academic Achievement [Seite 150]
8 - Part III. Responsibility [Seite 184]
8.1 - 9. Enhancing Students' Academic Responsibility and Achievement: A Social-Cognitive Self-Regulatory Account [Seite 186]
8.2 - 10. A Motivational Perspective on School Achievement:Taking Responsibility for Learning, Teaching, and Supporting [Seite 206]
9 - Part IV. Model [Seite 232]
9.1 - 11. Integrating the Other Three Rs into the School Curriculum: A Model for Improving Achievement [Seite 234]
10 - Part V. Summary [Seite 246]
10.1 - 12. The Other 3 Rs: Implications for the Design of Learning Environments, Research, and Policy [Seite 248]
11 - About the Authors [Seite 268]