共查询到20条相似文献，搜索用时 15 毫秒
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Keith D. Ciani Jessica J. Summers Matthew A. Easter 《Contemporary educational psychology》2008,33(4):533-560
Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a “top-down” approach by examining contextual elements of school goal structure and teacher community on teachers’ sense of self- and collective efficacy, and classroom goal structures. After collecting data from teachers in four Midwestern high schools, results indicated that teachers in highly performance-oriented schools reported significantly less adaptive motivational beliefs, lower community, and more performance-oriented instruction than teachers in a low performance-oriented school. Furthermore, a path analysis revealed that classroom goal structures were significantly and indirectly related to teacher community. We discuss how academic context may affect teachers’ motivational beliefs as well as classroom practices, and make recommendations for future research and practice. 相似文献
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BRENT BRIDGEMAN HAROLD R. STRANG JOAN BUTTRAM 《Journal of Educational Measurement》1974,11(4):285-288
“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks. 相似文献
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Students' views of the nature of scientific knowledge have been recognized as an important component of science learning environments. In this study, we analyze an extensive data base consisting of 23 students' written and oral discourse about ontology, epistemology, and sociology of scientific knowledge collected over a 15-month period in the context of two consecutive junior- and senior-level physics courses. Over a 2-month period at the beginning of the second year, students read, reflected on, and talked about a text which discusses epistemology in the context of physics. Our study shows that students drew on nine types of discursive resources to support their ontological, epistemological, and sociological claims. Toward the end of the study, the range and number of supportive statements had increased. Simultaneously, few students changed their ontological and sociological claims, but a considerable number changed their epistemological claims. Two case studies illustrate the development of student discourse in the course of the study. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 145–179, 1997. 相似文献
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Peter R. Hybert 《Performance Improvement》2009,48(3):5-6
This commentary advocates “keeping the H” in “human performance technology” to help make it clear to nonpractitioners what human performance consultants do. There are different types of performance (e.g., financial performance) and different means of achieving performance (e.g., engineering) that are outside the average human performance technologist's repertoire. Though the human performance technologist should target business results and intervene at more than just the individual level, ultimately, their emphasis is improving human work. 相似文献
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