Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes     

Karen C. H. Zhoc  Ronnel B. King  Wilbert Law  Dennis M. McInerney 《Psychology in the schools》2019,56(10):1596-1613

Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.  相似文献   

Do Testing Conditions Explain Cyber Charter Schools’ Failing Grades?     

Dennis Beck  Angela R. Watson  Robert Maranto 《The American journal of distance education》2019,33(1):46-58

Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. This generally accords with prior research. We hypothesize that the relatively poor measured academic value-added of cyber charters reflects artificial testing conditions for students in those schools. Accordingly, we have collected testing information from the seventeen CREDO states. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO. Further, we find evidence of lower cyber school value-added in states which permit cybers to use narrow testing windows, perhaps reflecting testing fatigue on the part of test-takers. We discuss implications, and suggest next steps for research exploring whether testing conditions affect measured cyber charter performance.  相似文献   

A Festschrift for Andy Hargreaves     

Dennis Shirley 《Journal of Educational Change》2011,12(2):131-139

Recent social policy reforms have sought to overcome the limitations of “First Way” strategies emphasizing the welfare state and “Second Way” approaches advocating markets. Scholars and policymakers instead have begun to explore optimal synthesis of the public and private sector in a new “Third Way” of leadership and change. According to one line of interpretation advanced by Andy Hargreaves and Dennis Shirley, however, the Third Way as developed in education has ushered in a new orthodoxy of testing, accountability, and data-driven decision making. This new orthodoxy is said to distract educators from their true moral purposes. Hence, Hargreaves and Shirley have called for a new “Fourth Way” of change that draws upon international best practices in education. In this interpretive essay for a Festschrift issue of the Journal of Educational Change celebrating Andy Hargreaves’ 60th birthday, Dennis Shirley revisits Fourth Way change architecture to inquire after the appropriate role of new technologies in classrooms and schools. He retrieves the concept of mindful teaching and learning from the Fourth Way change model and illustrates how it can be used as a lens to adjudicate various interpretations of the appropriate role of new technologies in schools.  相似文献   

Using electronic meeting system support in the design of the graduate core curriculum     

Dennis W. Spuck  Doris L. Prater  David B. Palumbo 《Educational technology research and development : ETR & D》1995,43(2):71-78

This article focuses on the use of an electronic meeting system (EMS) to facilitate the selection and refinement of a set of common graduate core courses for all master's degrees within the school of education in an upper-division university. The EMS was used at selected intervals within a seven months' process and provided an opportunity for broad-based group involvement in selection of the core competencies to be included. The seven-member task force generated ideas, discussed highly charged issues, prioritized competencies, and came to consensus through a combination of traditional and electronic meeting environments. The process followed, as well as the advantages, disadvantages, and insights gained, are reported here.Dennis W. Spuck is dean of the School of Education and professor of educational leadership and foundations. Doris L. Prater is associate dean and professor of educational foundations; she also chaired the task force whose work is described in this study. David B. Palumbo is an associate professor of instructional technology and was instrumental in the establishment of the electronic meeting system environment.An earlier version of this paper was presented at the Conference of the University Council for Educational Administration, Philadelphia, PA, October 28, 1994.  相似文献   

Does chroma on the line increase attention to the line in pigeons?     

Theodore T. Hirota  Virginia K. Milam  Dennis W. Ferenc 《Learning & behavior》1973,1(2):102-104

Two groups of pigeons received differential discrimination training on the presence vs absence of a vertical line on a white surround. The line was green for one group and black for a second group. Generalization tests along the angularity dimension showed that both green and black lines produced equally steep gradients. The results suggested that the addition of chroma to the line does not increase attention to the line.  相似文献   

Normalizing literary responses in the teacher education classroom     

Dennis Sumara  Brent Davis  Tammy Iftody 《Changing English: An International Journal of English Teaching》2006,13(1):55-67

In this essay, the authors present analyses of data emerging from a study of a classroom of pre‐service English language arts teachers' readings of a young adult novel that challenged normative sexuality stereotypes. They argue that when literary fictions are included within teacher education ‘methods’ courses, the possibility that literature might support generative learning is eroded by the normative structures of teacher education, particularly those pedagogical beliefs and practices that separate discourses of experience from discourses of knowledge. The authors offer a brief overview of studies of human consciousness, with particular attention to how literary experiences can contribute to its development. They suggest that the identities that co‐emerge with conscious awareness are structured by normalizing discourses instantiated within teacher education methods courses. The essay concludes with a discussion of how the conscious awareness of beginning English teachers might be more expansively developed within pre‐service teacher education.  相似文献   

Selected schedules of reinforcement in the black-tailed prairie dog (Cynomys ludovicianus)     

Gene E. Todd  Dennis C. Cogan 《Learning & behavior》1978,6(4):429-434

Wild black-tailed prairie dogs were run on FR, FI, VR, and VI schedules for Noyes pellet reinforcement. Cumulative barpress responses, postreinforcement pause lengths, and responses per second were recorded. The highest response rates occurred in the VR schedules, with the lowest response rates coming in the FI schedules. Fixed-ratio schedules had the longest postreinforcement pauses, VI schedules had the shortest. At the upper levels of the fixed-ratio schedules (FR 90–100), the animals ceased to respond consistently. Generally, data from prairie dogs were consistent with data reported in studies from other mammalian species.  相似文献   

Action Learning Projects For Management Development     

Dennis Barker 《Assessment & Evaluation in Higher Education》1993,18(1):35-43

The origins and characteristics of Action Learning together with some of its uses in business/industry and education are described. Methods of assessment for Action Learning projects in education are suggested. The approach to Action Learning in courses at the Middlesex University Business School are used to illustrate the wealth creating aspects of the Action Learning process.  相似文献   

Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology?     

Scarlette C. Gordon  Myron H. Dembo  Dennis Hocevar 《Teaching and Teacher Education》2007

This study explored the relationship between teachers’ own learning behaviors and their teaching practices. Experienced teachers taking graduate courses responded to an instrument measuring their self-regulated learning as students and their teaching practices as indicated by how they conveyed the purpose of engaging in academic work (i.e., goal orientation) and their approach toward discipline (i.e., control ideology). The data were analyzed using structural equation modeling. The results indicate that teachers own self-regulated learning behaviors influence the extent to which teachers convey a mastery goal orientation, which in turn leads to a more humanistic control ideology. Implications for teacher education programs are discussed.  相似文献   

Conditions of preexposure and passive avoidance behavior in rats     

Roger L. Mellgren  James P. Hunsicker  Dennis G. Dyck 《Learning & behavior》1975,3(2):147-151

In the first experiment, rats given a 5-min period of preexposure (simple exploration) to a two-compartment box showed poorer passive avoidance of the compartment where they were subsequently shocked than a control group which was not preexposed to the apparatus. The second experiment involved preexposure to sugared milk (SM), flashing light and loud noise (LN), or simply the apparatus (EC). One group received no exposure to the apparatus (NC). Following one shock trial, the groups were ordered LN > NC > EC > SM from most to least passive avoidance. The results were discussed in the context of latent inhibition and an averaging model of positive and negative events.  相似文献