A process for the critical analysis of instructional theory     

Jay A. Bostwick  Isaac Wade Calvert  Jenifer Francis  Melissa Hawkley  Curtis R. Henrie  Frederick R. Hyatt  Janeel Juncker  Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.  相似文献   

Youth exercise intention and past exercise behavior: examining the moderating influences of sex and meeting exercise recommendations     

Downs DS  Graham GM  Yang S  Bargainnier S  Vasil J 《Research quarterly for exercise and sport》2006,77(1):91-99

The study purposes were to examine: (a) the determinants of exercise intention and past exercise behavior (PEB) using the theories of reasoned action and planned behavior, and (b) the moderating influences of sex and exercise group (meeting or not meeting exercise guidelines). Participants (n = 676 adolescents) completed self-reported measures of their exercise attitude, subjective norm, perceived behavioral control (PBC), intention, and PEB. We found that attitude, subjective norm, and PBC explained 55% of the variance in intention, and intention and PBC explained 51% of the variance in PEB. While we found sex and exercise group differences across the study measures, we did not find evidence of significant moderation. Thus, the theory constructs predicted intention and PEB similarly across sex and exercise groups.  相似文献   

Contextual cues and depth of processing in short prose passages     

Raymond W. Kulhavy  Jay L. Sherman  Richard F. Schmid 《Contemporary educational psychology》1978,3(1):62-68

Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse.  相似文献   

The Battle of Technological Styles in America: A Brief History and Analysis     

David E. Wright  Robert E. Snow 《Journal of American culture (Malden, Mass. : 2003)》1980,3(3):456-469

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The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities     

Laura M. Steacy  Lesly Wade-Woolley  Jay G. Rueckl  Kenneth R. Pugh  James D. Elliott  Donald L. Compton 《Scientific Studies of Reading》2013,17(6):523-532

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.  相似文献   

Don’t worry. It won’t hurt a bit!     

Jay Garfield 《Metascience》2001,10(2):180-189

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Cine-psychometry     

Warren F. Seibert  Richard E. Snow 《Educational technology research and development : ETR & D》1965,13(2):140-158

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Integrating synchronous and asynchronous internet distributed education for maximum effectiveness     

J. Mark Pullen  Charles Snow 《Education and Information Technologies》2007,12(3):137-148

Distributed education delivered via the Internet is a growing practice, with most institutions offering at least course websites and many expanding to full course offerings and even online degree progams. There are two schools of thought with regard to delivery mode: the larger group has focused on asynchronous delivery, accessible at any time via webpages and interactive tutorials and quizzes, while a smaller group advocates synchronous delivery where students are online and interact during class time. This paper summarizes the advantages and disadvantages of the two delivery modes and describes our successful and growing experience of more than a decade using an open source synchronous delivery tool blended with a variety of asynchronous capabilities and classroom instruction. We conclude that a synergistic combination of the two modes with in-person instruction, designed to provide maximum flexibility to the student within the constraints of the subject, offers the best support for student learning. www:  相似文献   

Predicting who will major in a science discipline: Expectancy–value theory as part of an ecological model for studying academic communities     

Ellen S. Sullins  Delia Hernandez  Carol Fuller  Jay Shiro Tashiro 《科学教学研究杂志》1995,32(1):99-119

Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed.  相似文献   

Further Reflections on an Evolutionary Theory of Socialization   总被引：1，自引：0，他引：1  

Jay Belsky  Laurence Steinberg  Patricia Draper 《Child development》1991,62(4):682-685

In response to Maccoby's and Hinde's thoughtful commentaries, we highlight points of concurrence and disagreement. In particular, we note that mating and reproduction are affected by many factors beyond those to which our theory draws immediate attention; that the data linking socialization experiences and social structural conditions with pubertal timing are not restricted to either correlational studies or investigations of contemporaneous associations; that there may be more reason to question the theory's applicability to males than to females; that the question of whether male behave and develop the way we propose and Maccoby doubts is an empirically testable one; and that the data on relations between antecedent socialization conditions and pubertal timing and on variation in parental investment in the case of females run counter to Maccoby's doubts about the theory's applicability to females. Attention is drawn to the potential benefits of asking questions about proximal and ultimate causation simultaneously, and thus the need for child developmentalists to think both about the how and why of development.  相似文献