The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design   总被引：2，自引：0，他引：2  

Jan Visser  John M. Keller 《Instructional Science》1990,19(6):467-500

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.  相似文献   

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives     

Rebecca Bulotsky‐Shearer  John Fantuzzo 《Psychology in the schools》2004,41(7):725-736

A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004.  相似文献   

The virtual class is coming     

John Tiffin 《Education and Information Technologies》1996,1(2):143-150

A long term action research programme initiated in 1987 by the Department of Communication Studies at the Victoria University of Wellington, New Zealand, is seeking to develop a virtual class. The virtual class is regarded as the critical component of a new educational paradigm for an information society. The action research programme takes the form of a spiral of cyclical attempts to create a virtual class. Each attempt is seen as a syntagmatic episode of a virtual class paradigm attempted in the light of an existing paradigm. The results of each syntagmatic episode are seen as influencing the further development of the paradigm.  相似文献   

The Representation of Extendedness in Children''s Drawings of Sticks and Discs     

John Willats 《Child development》1992,63(3):692-710

Piaget has suggested that the reason why children find it difficult to draw foreshortened views is because they lack any conscious awareness of their own viewpoint. Instead, it is proposed that most of these difficulties derive from the constraints of drawing as a representational system: for example, although a round region shows a true view of a foreshortened stick, it is unsatisfactory as a representation. To test between these alternative proposals, 4-, 7-, and 12-year-olds were asked to draw sticks and discs in foreshortened and nonforeshortened positions. As predicted, fewer 7- and 12-year-olds used a round region to represent a foreshortened stick, compared with children of the same age who used a long region to represent a foreshortened disc. In addition, the 12-year-olds used a different and more effective denotation system compared with the 7-year-olds.  相似文献   

Classroom dialogue and science achievement     

John Clarke 《Research in Science Education》1988,18(1):83-94

Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate, some teachers can do this better than others. A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue. The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning.  相似文献   

Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献   

Life and work of teachers: interaction between the individual and the environment     

John Chi-Kin Lee 《Teachers and Teaching》2017,23(7):763-765

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Rural science teacher preparation: A re-examination of an important component of the educational system     

Dr. Kevin D. Finson  John B. Beaver 《Journal of Science Teacher Education》1990,1(3):46-48

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Correction     

John Moore 《TechTrends》2001,45(5):2-2

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INTERESTS AND IDEAS IN NINETEENTH‐CENTURY SOCIAL POLICY: THE MID‐VICTORIAN REFORMATORY SCHOOL     

John A. Stack 《Journal of educational administration and history》1982,14(1):36-45

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