Toward a Mutual Value Theory
1. self-value – both students and teachers value themselves highly
2. perceived self-value—both consider themselves to be highly valued by others
3. other-value – both value each other highly
4. course-value – both value the course highly
Since 2007, the author has applied this theory to her classroom teaching and has received overwhelmingly positive feedback. Students describe her courses as motivating, engaging, enjoyable, respectful, and empowering. Based on both theory and personal teaching experiences, Teachers and Students as Co-Learners: Toward a Mutual Value Theory will help readers develop a deeper understanding of learning, re-ignite their enthusiasm, and, most importantly, create powerful teaching and learning in the classroom.
Anderson, L., & Krathwohl, D. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged Edition). Upper Saddle River, NJ: Pearson Publications.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York: Academic Press.
Bandura, A. (1986a). The explanatory and predictive scope of self-efficacy theory. Journal of Social & Clinical Psychology, 4(3), 359–373.
Bandura, A. (1986b). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
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