principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing "repair work" with students who have become discouraged or disaffected learners.

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