https://depts.washington.edu/techdocs/papers/deciExtrinsicRewardsAndIntrinsicMotivation99.pdf

Psychological Bulletin A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation

Standards Alignment to MCCCD Competencies Information listed below will help you understand the alignment of your course competencies to Arizona Professional Teacher Standards, NAEYC Standards, and CEC Standards. Arizona Professional Teacher Standard Standard 1 The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s academic standards and the district’s assessment plan. Standard 2 The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards. Standard 3 The teacher implements and manages instruction that develops students’ abilities to meet Arizona’s academic standards. Standard 4 The teacher assesses learning and communicates results to students, parents and other professional with respect to students’ abilities to meet Arizona’s academic standards. Standard 5 The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and to transition from school to work or post-secondary education. Standard 6 The teacher reviews and evaluates his or her overall performance and implements a professional development plan. Standard 7 The teacher has general academic knowledge as demonstrated by the attainment of a Bachelor’s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona’s academic standards. Standard 8 The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning.

National Association for the Education of Young Children

This statement defines and describes principles of develop­ mentally appropriate practice in early childhood programs for administrators, teachers, parents, policy-makers, and others who make decisions about the care and education of young children. An early childhood program is any group program in a center, school, or other facility that serves children from birth through age 8. Early childhood programs include child care centers, family child care homes, private and public preschools, kinder­ gartens, and primary-grade schools. The early childhood profession is responsible for establishing and promoting standards of high-quality, professional practice in early childhood programs. These standards must reflect current knowledge and shared beliefs about what constitutes high-quality, developmentally appropriate early childhood education in the context within which services are delivered. This position paper is organized into several components, which include the following:

Developmentally appropriate practice in early childhood programs

When schools form partnerships with families and the community, the children benefit These guidelines for building partnerships can make it happen

School/Family/Community Partnerships: Caring for the Children We Share:

Este articulo analiza el desarrollo y la validacion de una medida de la pertenencia percibida o la pertenencia psicologica de los estudiantes adolescentes al entorno escolar.

The psychological sense of school membership among adolescents: scale development and educational correlates.

Punished by Rewards

What Do We Know from Brain Research

On Parents and Schools: A Conversation with Joyce Epstein.

Norms. Commitments. And profes sionalism, which I think is an important substitute but one that needs a little clarification. When we think of profes sionalism we may think of competence, but there's more to it than that. Profes sionalism has a virtuous aspect. For example, there's a commitment to exemplary practice. Professionals don't need anybody to check on them, to push them, to lead them. They are compelled from within.

/pdf/on-rethinking-leadership-a-conversation-with-tom-sergiovanni-oj39o0jzat.pdf

On Rethinking Leadership: A Conversation with Tom Sergiovanni.

One of my major points is that outcomes occur at the end. This has become one of the biggest issues in outcome-based education because a lot of educators started with microconceptions of the outcomes and opportunities to learn and we now have gone to macroconceptions of those same things. Years ago, we had outcomes that were really just little skills. Now, we've got complex role performances as culminating outcomes. From an OBE perspective, it's not a matter of what students had, or what courses they have taken. It's a matter of what they can do when they exit the system.

Ron Brandt

Papers

Punished by Rewards

What Do We Know from Brain Research

On Parents and Schools: A Conversation with Joyce Epstein.

On Rethinking Leadership: A Conversation with Tom Sergiovanni.

On Outcome-Based Education: A Conversation with Bill Spady.