Invested Stayers: How Teachers Thrive in Challenging Times features chapters co-authored by PK-12 teachers and postsecondary teacher educators from across the U.S. that reflect how they persist, remain, and thrive in the teaching profession. Premised on the idea that co-authors are colleagues and mentors to each other, this book conceptualizes contributors as invested stayers in the education profession. Chapters feature how particular catalysts, or landmark changes in education, have been productive sites for growth, agency, and even resistance across the arc of contributors’ professional lives. The book recognizes that teacher educators and teachers persist because of multiple and overlapping factors between our professional and personal lives, including the relationships we develop with each other as colleagues and mentors in our professional learning. In the public sphere, PK-12 educators increasingly face challenges that limit their ability to initiate their own professional learning. In this book, we considered what might occur if educators had space and time to write together and reflect on how they’ve persisted. These authors narrate themselves as invested stayers who invite personal and professional growth through inquiry, creativity, and innovation.

This textbook provides a complete overview of motivation and emotion, using an overarching organizational scheme of how biological, psychological, and environmental sources become motivation—the inducement of behavior, feelings, and cognition. It combines classic studies with current research and uses numerous real-world examples to engage the student and make often-difficult theoretical concepts come to life. By understanding and applying the principles of motivation described in the text, students will not only discover insights into what motivates their own behavior but also how to instigate self-change. Thoroughly revised and updated throughout, this fifth edition provides a major review of recent research, with over 225 new references, including expansion in the areas of goal motivation and emotion psychology. Other updated topics include new findings and interpretations on how evolution affects our preferences, how personality traits determine motivation, and how self-control depends on a cost/benefit analysis. The addition of individual chapter glossaries and an increased number of links to additional resources supplement student learning. This textbook is suitable as a primary text for courses on motivation. For additional resources, please consult the companion website at www.routledge.com/cw/deckers.

International migration is a life-changing process, but do the migrants and their families fare economically better than those who stayed behind? Drawing on the largest database available on labour migration to Europe, this book seeks to shed light upon this question through an exploration of poverty outcomes for three generations of settler migrants spanning multiple European destinations, as compared with their returnee and stayer counterparts living in Turkey. As well as documenting generational trends, it investigates the transmission of poverty onto the younger generations. With its unique multi-site and intergenerational perspective, the book provides a rare insight into the economic consequences of international migration for migrants and their descendants.

Today’s students use their digital expertise and the power of their voice to respond to issues of inequity in society. It is essential that teacher educators develop their own racial literacies and those of their preservice and classroom teachers to support student digital activism. From talking about race and racism to resisting the harmful narratives that circulate online but impact face-to-face interactions in the classroom, teacher educators must navigate sociotechnical spaces with a critical lens and develop strategies to help their preservice teachers do the same. This book is designed to increase educators’ capacity and agency to respond to inequities that plague our educational system. The authors provide a framework to help readers rethink how curriculum and pedagogy impact classroom instruction. In Advancing Racial Literacies in Teacher Education, Price-Dennis and Sealey-Ruiz provide theoretical and practical entry points into a conversation about race in the digital age that aim to increase equity in schools and better prepare teachers entering the U.S. school system. Book Features: Provides examples of how racial literacy can be fostered in teacher education programs.Offers reflection questions designed to assess the status of racial literacy in both teacher education programs and K–12 classrooms. Helps educators develop curriculums that leverage multimodal ways of cultivating racial literacy.Offers a conceptual model of racial literacy for the digital age that advances civic engagement for equity in education.Focuses on pedagogical practices that support racial literacy development in teacher education.Includes a Foreword by Jabari Mahiri and an Afterword by Rebecca Rogers, leading scholars in the field of racial literacy.

This book provides a new, empirically informed framework designed to equip higher education faculty with the tools to help students engage in humanizing, mutually beneficial, and anti-colonial experiential education alongside other students and communities around the world. The author maps the conceptual development of culturally responsive experiential education (CREE) as a novel framework, situated at the nexus of culturally responsive research methodologies, the Indigenous research paradigm, critical service learning, and critical pedagogy in experiential education. The chapters detail qualitative research findings from an undergraduate CREE program in rural Fiji to illustrate the implementation of the novel CREE framework and discuss post-program possibilities based on the research study findings. Situated in narrative inquiry, the book also includes interspersed participant vignettes in order to center student voices and illuminate the research study findings. With attention to themes including emergent critical consciousness, critical allyship, and personal journeys of decolonization as experienced through the CREE framework, it will be of benefit to both education scholars and higher education faculty interested in experiential education and culturally responsive pedagogies.