Table of Contents
Table of Contents
Preface
Teachers’ Psychological Needs, Motivation, and Autonomy-Support: Impacts on Students’ Growth Goals and Achievement Outcomes
(Rebecca J. Collie and Andrew J. Martin, School of Education, University of New South Wales, Sydney, NSW, Australia)
The Relationship of Goal Setting and Teacher Learning in Professional Development Settings
(Erin E. Peters-Burton, George Mason University, Fairfax, VA, USA)
Learning and Teaching Entrepreneurial Mindsets: Bridging Research in Business and Education
(Ida Lindh, Sara Thorgren, LuleĂĄ University of Technology, Entrepreneurship and Innovation, LuleĂĄ, Sweden)
Teachers´ Goal Orientation, Instructional Practice and Student´s Beliefs
(Susana RodrĂguez, Antonio Valle, JosĂ© C. Núñez, Isabel Piñeiro, Bibiana Regueiro, Department of Developmental and Educational Psychology, University of A Coruña, Spain, and others)
Effective Functioning and its Relations in Educational Contexts: An Empirical Investigation
(Huy P. Phan, School of Education, The University of New England, Armidale, Australia)
Implementing School-Wide Positive Behavioral Interventions and Supports (PBIS) in German Schools: The Challenge of Knowledge Politics, Education Cultures and Teacher Perspectives
(Joachim Broecher, University of Flensburg, Flensburg, Germany)
Linking Teachers’ Performances to Pupils’ Improvement under Curriculum Reform
(Chau-kiu Cheung, City University of Hong Kong, China)
Skip Counting Bases and Autonomous Motivation
(Stephen E. Erfle, International Business and Management, Dickinson College, Carlisle, PA, USA)
Focal Behavior and Performance by Male U.S. Service Academy Cadets: A Preliminary Analysis
(Todd A. Crowder, Stephen E. Erfle, Department of Physical Education, United States Military Academy, West Point, NY, USA, and others)
Index