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21.
This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered. 相似文献
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Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,... 相似文献
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Luke Miratrix Jane Furey Avi Feller Todd Grindal Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162
Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools. 相似文献
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David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
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Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
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Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
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Evaluating a technology supported interactive response system during the laboratory section of a histology course
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Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning CatalyticsTM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists. 相似文献