Foreword by Dr. Russell J. Quaglia Preface Acknowledgments About the Authors 1. An Introduction to Creating Passionate Learners The Educational Anachronism Beyond the Next Mandate The Intent of Policies and the Ensuing Debates Assumptions Driving the Current Context An Alternate Premise: A Humanist Approach to Education and Cognitivist Approaches to Learning From Past Practice to Next Practice: New Assumptions for Schools in the 21st Century 2. Committing to Engagement Literacy Test Scores Tell Only Part of the Story In Search of Something More Defining Student Engagement Why Engagement is Important Mistaking Compliance for Engagement A More Nuanced Viewed: Types of Student Engagement Engagement as Malleable: Classrooms and Schools Matter 3. The Power of Mindset Mindset Power of Effort Leveraging Mindset Changing our Mental Models About Mindset to Affect Student Engagement Efficiency for Adults and Effectiveness for Students Making Learner Psychology Relevant Migrating from a Fixed to a Growth Mindset The Implications of Growth Mindset for Emotional, Behavioral, and Cognitive Engagement The Importance of Dispositions Dispositions: Now and in the Future Dispositions Nested in the Framework for Creating Passionate Learners Growth Mindset Dispositions Classroom Strategies for Strengthening Student Dispositions How Growth Mindset Supports Passionate Learners 4. Internal Dialogue: Reengage Learners Using Teacher Feedback Internal Dialogue Use Positive Suppositions to Influence Students' Views of Themselves and Translate to Confidence in the Classroom Develop Students' Internal Dialogue by Using Language Intentionally Efficacy Through Deliberate Language Using Careful Feedback to Aid in Students' Reflection Valuing Student Voice in Feedback Formative Assessment and Formative Feedback Strategies When Students Self-Correct The Implications of Internal Dialogue for Emotional, Behavioral, and Cognitive Engagement Internal Dialogue Dispositions How Internal Dialogue Supports Passionate Learners 5. Self-Determination Self-Determination Theory Differences Between Autonomy Supportive and Controlling Teachers The Implications of Self-Determination for Emotional, Behavioral, and Cognitive Engagement Self-Determination Dispositions Self-Determination Through the Teacher's Eyes How Self-Determination Support Passionate Learners 6.

Classroom Culture: Setting the Tone for Engagement Culture Defined A Culture of Purpose and Commitment to Support Cognitive Engagement Cognitive Engagement as a Culture of Learning or a Culture of Performance? Cognitive Engagement as a Culture of Inquiry or a Culture of Right Answers? A Culture of Purpose and Commitment to Support Emotional Engagement Emotional Engagement as a Culture of Judging or a Culture of Understanding? Emotional Engagement as a Culture of Me or We? A Culture of Purpose to Support Behavioral Engagement Behavioral Engagement in a Culture of Compliance or Authenticity? Behavioral Engagement as a Culture of Low Expectations or Expertise? Passion Deflators The Teacher Whisperer Culture Dispositions How Culture Support Passionate Learners 7. High-Leverage Reforms Student Engagement as the Filter for High-Leverage Reform Case Studies: Transactional and Transformational Considerations and Implications in Determining High-Leverage Reform Strategies 8. Leading the Transformation for Creating Passionate Learners Planning for Transformational Change and the System Work of School Leaders Transformational Leadership in Action Influencing a Heightened Leader Commitment to Student Engagement Guiding Leaders' Focus on Student Engagement Appendix: Effort Tracker Resources Index.