LEADER 03463oam 2200469I 450 001 9910511741603321 005 20190826145055.0 010 $a90-04-38834-6 024 7 $a10.1163/9789004388345 035 $a(CKB)4100000007816873 035 $a(MiAaPQ)EBC5741278 035 $a(OCoLC)1056197840 035 $a(nllekb)BRILL9789004388345 035 $a(EXLCZ)994100000007816873 100 $a20170829d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLiving a Motivated Life : $eA Memoir and Activities /$fRaymond J. Wlodkowski 210 1$aLeiden, $aBoston :$cBrill | Sense,$d2019. 215 $a1 online resource (202 pages) 311 $a90-04-38833-8 320 $aIncludes bibliographical references and index. 327 $aFront Matter -- Copyright page -- -- -- Acknowledgements -- About the Author -- Introduction -- Prologue -- Memoir -- Real Life Education -- Sister Mary Desiderata -- Having a Ball -- Doing Duty -- Lucking Out -- Learning to Flow -- Transformative Friendship -- Teacher Newbie -- Teaching Troubles -- There Are Ways -- Entering a Life of Study -- Human Relations -- Therapy Lessons -- Adult Learning -- Perspectives and Connections -- Conversations of Respect -- Activities -- An Overview of Intrinsic Motivation, Flow, and Vital Engagement -- Transformative Learning: A Partner to Intrinsic Motivation throughout Life -- Learning to Evoke and Sustain Intrinsic Motivation with Transformative Learning -- Back Matter -- Notes and References. 330 $aWhat if, as psychologists and adult educators advocate, a person chose a life where his motivation for the work itself determined what he did? Living a Motivated Life: A Memoir and Activities follows the author through forty years, revealing how he selected vocational pursuits guided by his understanding of intrinsic motivation and transformative learning . As a compass for relevant decisions, these ideas gave energy and purpose to how he lived, and an instinct as sure as sight for the future. Written with nuance, humor, and unpredictability, this story renders how he came to appreciate learning for the pleasure of learning. Facing similar challenges as those of today?s first generation college students, the memoir narrates his unexpected college enrollment, his friendship with an ancient history professor, and his triumphs and travails as teacher, psychologist, human relations specialist, psychotherapist, and adult educator. This is the first memoir of someone who consciously chose to lead a professional life to experience flow on a daily basis. It is an important step in the integration and evolution of intrinsic motivation theory and transformative learning. But it reaches beyond this outcome, sharing how the author aspired to be better at what he valued and showing how he discovered and extended these ideas to others. 606 $aMotivation (Psychology) 606 $aSelf-actualization (Psychology) 606 $aPersonality 608 $aElectronic books. 615 0$aMotivation (Psychology) 615 0$aSelf-actualization (Psychology) 615 0$aPersonality. 676 $a371.100922 700 $aWlodkowski$b Raymond J.$0917336 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910511741603321 996 $aLiving a Motivated Life$92552499 997 $aUNINA LEADER 02549nas 2200817-a 450 001 996215880103316 005 20230307213020.0 011 $a1545-682X 035 $a(DE-599)ZDB2070927-4 035 $a(OCoLC)48578270 035 $a(CKB)110990130691206 035 $a(CONSER)--2003215355 035 $a(EXLCZ)99110990130691206 100 $a20011211a20009999 s-- a 101 0 $aeng 135 $aurnn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aChildren & schools 210 $aWashington, DC $cNational Association of Social Workers 210 3 $aOxford$cOxford Academic 300 $aRefereed/Peer-reviewed 311 $a1532-8759 517 3 $aChildren and schools 531 $aCHILDREN AND SCHOOLS 531 $aCHILD SCH 531 0 $aChild. sch. 606 $aSchool social work$vPeriodicals 606 $aSchool social work$xLaw and legislation$vPeriodicals 606 $aSocial Work 606 $aSociology 606 $aSchool Health Services 606 $aChild 606 $aHumans 606 $aService social scolaire$vPériodiques 606 $aService social scolaire$xDroit$vPériodiques 606 $aSchool social work$2fast$3(OCoLC)fst01107783 606 $aSchool social work$xLaw and legislation$2fast$3(OCoLC)fst01107786 606 $aDroit$2rasuqam 606 $aÉducation$2rasuqam 606 $aService social$2rasuqam 606 $aServices aux élèves$2rasuqam 606 $aTravail social$2rasuqam 607 $aÉtats-Unis$2rasuqam 608 $aPeriodicals.$2fast 608 $aPeriodicals.$2lcgft 608 $aPériodique électronique (Descripteur de forme)$2rasuqam 608 $aRessource Internet (Descripteur de forme)$2rasuqam 615 0$aSchool social work 615 0$aSchool social work$xLaw and legislation 615 12$aSocial Work. 615 12$aSociology. 615 22$aSchool Health Services. 615 02$aChild. 615 02$aHumans. 615 6$aService social scolaire 615 6$aService social scolaire$xDroit 615 7$aSchool social work. 615 7$aSchool social work$xLaw and legislation. 615 7$aDroit. 615 17$aÉducation. 615 17$aService social. 615 7$aServices aux élèves. 615 17$aTravail social. 676 $a371 712 02$aNational Association of Social Workers, 906 $aJOURNAL 912 $a996215880103316 996 $aChildren & schools$92127864 997 $aUNISA LEADER 05434oam 22005172 450 001 9910795337903321 005 20230126223036.0 010 $a90-04-38890-7 024 7 $a10.1163/9789004388901 035 $a(CKB)4960000000012383 035 $a(MiAaPQ)EBC5615292 035 $a(nllekb)BRILL9789004388901 035 $a(EXLCZ)994960000000012383 100 $a20180913d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 04$aThe negotiated self$b[e-book] $eemploying reflexive inquiry to explore teacher identity /$fedited by Ellyn Lyle 210 1$aLeiden ;$aBoston, MA :$cBrill Sense,$d[2018] 215 $a1 online resource (257 pages) 311 $a90-04-38889-3 320 $aIncludes bibliographical references. 327 $tFront Matter --$tCopyright page --$tForeword: Advice in this Liquid Midst /$rDavid W. Jardine --$tList of Figures --$tNotes on Contributors --$tUntangling Sel(f)ves through A/R/Tography /$rEllyn Lyle --$tButterflies in the Knapsack: An Exploration of a Teacher?s Identity /$rJulie K. Corkett --$tTrumpism, Truthiness, and the Gospel of Education /$rSean Wiebe --$tLearning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey?s Reflective Thinking Method /$rIsabel Martínez-Cuenca --$tReflexive Inquiry, Artistic Selves, and Epistemological Expansion /$rHeather McLeod , Cecile Badenhorst and Haley Toll --$t(Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry /$rAdrian Downey and Casey Burkholder --$tExploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula /$rAndrejs Kulnieks and Kelly Young --$tResponding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity /$rSara Florence Davidson --$tTeacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter /$rGuopeng Fu and Anthony Clarke --$tCurrere: Negotiating One?s Failure to Represent /$rValerie Triggs --$tWho Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity /$rLana Parker --$tSelf-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice /$rMelanie Bennett-Stonebanks and C. Darius Stonebanks --$tSharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives /$rDerek Markides and Sandy Miller --$tBecoming Community: Ranya?s Story of Intergenerational Teaching and Learning in Art Education /$rAnita Sinner --$tSymbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs) /$rEvelyn Morales Vázquez --$tCritical Conversations on Reflexive Inquiry in Field Experiences /$rS. Laurie Hill , Amy Burns , Patricia Danyluk and Kathryn Crawford --$tPreservice Teachers Explore Their Development as Teachers of Reading /$rBeverley Brenna and Andrea Dunk --$tInsider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens /$rChristine Cho --$tReflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching /$rDana Vedder-Weiss , Liel Biran , Avi Kaplan and Joanna K. Garner. 330 $aTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers? consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry. 606 $aTeachers$xTraining of$vCross-cultural studies 606 $aTeachers$xIn-service training$vCross-cultural studies 606 $aIdentity (Psychology) 606 $aTeaching$xSocial aspects 606 $aTeaching$xEvaluation 606 $aReflective teaching 615 0$aTeachers$xTraining of 615 0$aTeachers$xIn-service training 615 0$aIdentity (Psychology) 615 0$aTeaching$xSocial aspects. 615 0$aTeaching$xEvaluation. 615 0$aReflective teaching. 676 $a370.711 702 $aLyle$b Ellyn 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910795337903321 996 $aThe negotiated self$93681565 997 $aUNINA LEADER 05177nam 22006615 450 001 9910416136703321 005 20250610110152.0 010 $a3-030-52078-1 024 7 $a10.1007/978-3-030-52078-6 035 $a(CKB)4100000011392580 035 $a(MiAaPQ)EBC6313450 035 $a(DE-He213)978-3-030-52078-6 035 $a(MiAaPQ)EBC29092685 035 $a(EXLCZ)994100000011392580 100 $a20200819d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Ecology of Purposeful Living Across the Lifespan $eDevelopmental, Educational, and Social Perspectives /$fedited by Anthony L. Burrow, Patrick L. Hill 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (256 pages) 311 08$a3-030-52077-3 327 $aChapter 1. Introduction(Anthony Burrow) -- Part 1: Purpose as a Catalyst for Healthy Development -- Chapter 2. Is Purpose Good for Your Health?: A Look at Emerging Evidence (Carol Ryff) -- Chapter 3. Taking a Purposeful Direction toward Healthy Aging (Patrick Hill) -- Chapter 4. TBA (Rachel Sumner) -- Part 2: Educating for a Purpose -- Chapter 5. Adolescents? Self-Transcendent Purposes for Learning in School: Theory and Intervention (David Yeager) -- Chapter 6. Discovering Identity and Purpose in the Classroom: Theoretical, Empirical, and Applied Perspectives (Lisa Kiang) -- Chapter 7. A Multinational Cultural Perspective on Developing and Educating for Youth Purpose (Seana Moran) -- Part 3: The Role of Purpose in a Diverse Society -- Chapter 8. Youth Purpose: A Translational Research Agenda (Kendall Cotton Bronk) -- Chapter 9. Paths of Identity: Navigating Stereotypes and Finding Purpose (Leoandra Rogers) -- Chapter 10. Purpose as a Motivator for Equity Work (Adia Harvey Wingfield) -- Part 4: Purpose in Context -- Chapter 11. Coming of Age on the Edge of Town: Perspectives on Growing Up in the Context of Rural Poverty(Katherine MacTavish) -- Chapter 12. Determinants of Purpose in Life: Evidence from Two Longitudinal Analyses (Ying Chen) -- Chapter 13. Supporting Youth Purpose in Adolescence: Youth-Adult Relationships as Ecological Assets (Nancy Deutsch) -- Chapter 14. Discovering the Possible: How Youth Programs Provide Apprenticeships in Purpose (Reed Larson) -- Chapter 15. Concluding Remarks (Anthony Burrow). 330 $aThis book explores what it means to live a purposeful life and outlines the benefits associated with purpose across different life domains. It also demonstrates that purpose in life is not reducible to constructs such as happiness, well-being, or identity development. The importance of having a sense of purpose in life is attracting renewed attention in both scientific and social arenas. Mounting evidence from intricately designed experiments and large-scale studies reveals how pursuing a purpose can make a person happier, healthier, and even lengthen their lifespan. However, existing texts on purpose have said little on why having has these effects, how it may influence our ability to navigate diverse environments, or how best to consider the construct from a multidisciplinary approach that moves beyond psychology. Recognizing this gap in the literature, this book provides multidisciplinary perspectives on the topic of purpose, and examines what we can do as researchers, interventionists, and society as a whole to imbue purposefulness in the lives of people across the lifespan. It includes contributions from key figures on topics such as identity, health, youth programs and youth purpose, diversity, aging and work. 606 $aDevelopmental psychology 606 $aSocial groups 606 $aFamilies 606 $aHealth promotion 606 $aDevelopmental Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20010 606 $aSociology of Family, Youth and Aging$3https://scigraph.springernature.com/ontologies/product-market-codes/X22080 606 $aHealth Promotion and Disease Prevention$3https://scigraph.springernature.com/ontologies/product-market-codes/H27010 606 $aPsicologia existencial$2thub 606 $aPsicologia positiva$2thub 606 $aBenestar$2thub 608 $aLlibres electrònics$2thub 615 0$aDevelopmental psychology. 615 0$aSocial groups. 615 0$aFamilies. 615 0$aHealth promotion. 615 14$aDevelopmental Psychology. 615 24$aSociology of Family, Youth and Aging. 615 24$aHealth Promotion and Disease Prevention. 615 7$aPsicologia existencial 615 7$aPsicologia positiva 615 7$aBenestar. 676 $a155 702 $aBurrow$b Anthony L.$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aHill$b Patrick L.$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910416136703321 996 $aThe Ecology of Purposeful Living Across the Lifespan$92129773 997 $aUNINA