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010   $a1-137-30987-3
010   $a9786611367534
010   $a1-4039-7381-4
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035   $a(OCoLC)560040700
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100   $a20110914d2012      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aTo want to learn$b[electronic resource] $einsights and provocations for engaged learning /$fby Jackson Kytle
205   $a2nd ed.
210   $aNew York $cPalgrave Macmillan$d2012
215   $a1 online resource (219 p.)
300   $aDescription based upon print version of record.
311   $a0-230-33820-8 
311   $a1-4039-6333-9 
320   $aIncludes bibliographical references and index.
327   $aCover; Half-title; Title; Copyright; Dedication; Contents; Acknowledgments; Introduction; Part I: To Want to Learn; 1 Educator as Idealist; 2 Gritty Reality; 3 Perspectives on Engaged Living; Part II: Brain, Mind, and Body; 4 Psychology of Involvement; 5 Learning, Motivation, and Biological Systems; Part III: Considerations for Learning and Motivation; 6 Ten Considerations for Better Learning; 7 Six Considerations to Improve Motivation; Conclusion; Notes; Index
330   $aLack of learner motivation is the single greatest challenge before American schools and colleges. When students are self-motivated, they invest more and work harder at learning even if resources are inadequate. Jackson Kytle's provocative book argues that students and teachers waste time and human energy because the conventional curriculum rests on flawed mental models. Hope for change requires a searching critique of modernity as well as expanded theories of human motivation and learning based on advances in neurobiology and cognitive studies. After consideration of existentialism and choice 
606   $aMotivation in education
606   $aLearning
615  0$aMotivation in education.
615  0$aLearning.
676   $a370.15/4
676   $a370.154
700   $aKytle$b Jackson$f1941-$01615144
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910817655803321
996   $aTo want to learn$93945216
997   $aUNINA