Kim M. Brown & Donald J. Viegut 
The Clarity Series: Creating Passionate Learners [EPUB ebook] 
Engaging Today′s Students for Tomorrow′s World

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

An award winning teacher, engaging presenter, and best-selling author, Tony Frontier works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student engagement and student learning. With expertise in student engagement, formative assessment, effective instruction, and strategic planning, Frontier emphasizes a systems approach to build capacity to empower teachers to improve each student’s schooling experience.   Frontier is co-author of the ASCD books Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School with Jim Rickabaugh, Effective Supervision: Supporting the Art and Science of Teaching with Bob Marzano and David Livingston, and the forthcoming Balancing Teacher Evaluation, Supervision, and Reflection with Paul Mielke. Frontier is a frequent contributor to Educational Leadership, and facilitates workshops on school improvement, student engagement, curriculum design, formative assessment, and standards-based instructional practices at international conferences and in schools and districts around the country.   Frontier serves as an Assistant Professor of Doctoral Leadership Studies at Cardinal Stritch University, where he teaches courses in curriculum development, organizational learning, research methods, and statistics. Additionally, Frontier serves as a Senior Consultant for Capacity Unlimited. As a former classroom teacher in Milwaukee Public Schools, an Associate High School Principal, and the Director of Curriculum and Instruction for the Whitefish Bay School District, Frontier brings a wealth of experience as a classroom teacher, building administrator, and central office administrator to his workshops, writing, and research. Frontier has been recognized by Marquette University as the Outstanding Young Alumnus for the School of Education, was the recipient of the Jack Keane Outstanding Young Educator Award for the State of Wisconsin, was selected as an ASCD Emerging Leader, is a past member of the ASCD Leadership Council, and past-president of Wisconsin ASCD.