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   

Examining the research base of the regular education initiative: efficacy studies and the adaptive learning environments model   总被引：1，自引：0，他引：1  

D P Hallahan  C E Keller  J D McKinney  J W Lloyd  T Bryan 《Journal of learning disabilities》1988,21(1):29-35, 55

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Spannungsfeld Polyvalenz in der Lehrerbildung     

Dr. Johannes Bauer  Dr. Uta Diercks  Prof. Dr. Jan Retelsdorf  Dr. Tabea Kauper  Dr. Friederike Zimmermann  Prof. Dr. Olaf K?ller  Dr. Jens M?ller  Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).  相似文献   

Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

Teaching effectiveness: Comparisons between traditional and nontraditional college students     

John W. Keller Ph.D.  Nina Mattie  Stephen J. Vodanovich  Chris Piotrowski 《Innovative Higher Education》1991,15(2):177-184

This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching.  相似文献   

4. Ingrid Lohmann/Rainer Rilling (Hrsg.): Die verkaufte Bildung. Kritik und Kontroversen zur Kommerzialisierung von Schule, Weiterbildung. Erziehung und Wissenschaftst     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2002,5(2):350-353

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Characteristics of child sexual abuse treatment programs     

R A Keller  L F Cicchinelli  D M Gardner 《Child abuse & neglect》1989,13(3):361-368

Within the professional community, a vast number of sexual abuse treatment programs have emerged to meet the needs of victims and their families. Significant variations among these programs can be observed due to differences in philosophy, system context, client focus, problem definition, and the treatment strategy adopted. Unfortunately, little comparative information is available regarding the operation of different programs and, more importantly, their relative treatment effectiveness. This article presents the findings from a nationwide survey of 553 sexual abuse treatment programs. The survey focused on program context, client, and service characteristics. Overall it was found that most programs are affiliated with a larger public or private agency, focus on treating victims, and rely on a combination of individual, family, dyad, and group therapy approaches.  相似文献   

The effects of college grade adjustments on the predictive validity and utility of SAT scores     

Dana Keller  James Crouse  Dale Trusheim 《Research in higher education》1994,35(2):195-208

Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions decisions and does not result in substantively important increases in freshman grades. The test does, however, change the composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women and blacks.  相似文献   

Identifying future scientists: predicting persistence into research training     

McGee R  Keller JL 《CBE life sciences education》2007,6(4):316-331

This study used semistructured interviews and grounded theory to look for characteristics among college undergraduates that predicted persistence into Ph.D. and M.D./Ph.D. training. Participants in the summer undergraduate and postbaccalaureate research programs at the Mayo Clinic College of Medicine were interviewed at the start, near the end, and 8–12 months after their research experience. Of more than 200 themes considered, five characteristics predicted those students who went on to Ph.D. and M.D./Ph.D. training or to M.D. training intending to do research: 1) Curiosity to discover the unknown, 2) Enjoyment of problem solving, 3) A high level of independence, 4) The desire to help others indirectly through research, and 5) A flexible, minimally structured approach to the future. Web-based surveys with different students confirmed the high frequency of curiosity and/or problem solving as the primary reason students planned research careers. No evidence was found for differences among men, women, and minority and nonminority students. Although these results seem logical compared with successful scientists, their constancy, predictive capabilities, and sharp contrast to students who chose clinical medicine were striking. These results provide important insights into selection and motivation of potential biomedical scientists and the early experiences that will motivate them toward research careers.  相似文献   

Die moralischen Rechte von Kindern     

Johannes Giesinger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):73-91

THE MORAL RIGHTS OF CHILDREN – Most people today believe that children should be accorded legal or moral rights. In the course of the past few decades, however, objections to this view have been repeatedly raised. According to one objection, it is inappropriate for children to be the bearers of rights. Another group of objectors say that children’s interests are not being served if rights are allocated to them. This paper acknowledges that rights alone are not enough to protect children’s basic needs and interests in full. It is therefore inappropriate to resort to exclusively rights-based language when referring to the relationship between parents and children. Nevertheless, as this paper argues, it is advisable to provide children with moral rights. In response to the initial objection, a concept of rights is put forward which enables children, like adults, to be considered as the bearers of rights.

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Zusammenfassung Es ist heute selbstverst?ndlich, Kindern legale oder moralische Rechte zuzuschreiben. Gegen den breit abgestützten Konsens in dieser Frage sind in den vergangenen Jahrzehnten jedoch immer wieder Einw?nde laut geworden. Nach einem ersten Einwand sind Kinder als Tr?ger von Rechten ungeeignet. Eine zweite Gruppe von Einw?nden besagt, dass den Belangen von Kindern nicht gedient ist, wenn ihnen Rechte zugeschrieben werden. In diesem Aufsatz wird einger?umt, dass durch Rechte nicht alle grundlegenden Bedürfnisse oder Interessen von Kindern geschützt werden k?nnen. Es ist deshalb unangemessen, in Bezug auf die Eltern-Kind-Beziehung ausschlie?lich die Sprache der Rechte zu verwenden. Trotzdem, so die hier vertretene These, ist es sinnvoll, Kinder mit moralischen Rechten auszustatten. Als Reaktion auf den ersten Einwand wird ein Verst?ndnis von Rechten vorgeschlagen, das es erlaubt, auch Kinder als Tr?ger von Rechten zu sehen.

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Resumen LOS DERECHOS MORALES DE LOS NI?OS – Hoy en día, el reconocimiento de los derechos legales o morales de los ni?os es algo sobreentendido. Sin embargo, y contrariamente al consenso general que los apoya, siempre se han vuelto a plantear cuestionamientos en cuanto a esta temática durante los últimos decenios. Hay quienes argumentan que los ni?os no son adecuados como sujetos de derecho, y un segundo grupo de objetores opinan que el hecho de reconocer derechos para los ni?os no sirve a los intereses infantiles. En este trabajo se admite que los derechos no pueden proteger la totalidad de los intereses o necesidades de los ni?os, y que por eso es inadecuado utilizar solamente el lenguaje de derecho con respecto a las relaciones paterno-filiales. No obstante, según la tesis de este trabajo, es razonable que a los ni?os se les confieran derechos morales. Como reacción a la primera objeción, se propone un concepto de derecho que permita reconocer también a los ni?os como sujetos de derecho.

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Résumé LES DROITS MORAUX DES ENFANTS – La plupart des gens croient aujourd’hui que l’on devrait accorder des droits légaux ou moraux aux enfants. Au cours des dernières décennies, cependant, il y eut plusieurs objections formulées à cette vision des choses. Selon une objection, il ne convient pas que les enfants soient les sujets des droits. Un autre groupe d’objecteurs dit que les intérêts des enfants ne sont pas servis si on leur assigne des droits. Cet article reconna?t que les droits ne suffisent pas pour protéger complètement les besoins et les intérêts fondamentaux des enfants. Il est donc impropre de recourir au language exclusivement légal pour en référer au rapport entre les parents et les enfants. Néanmoins, ainsi que cet article le soutient, il est recommandé de fournir aux enfants des droits moraux. En réponse à l’objection initiale, on propose un concept de droits permettant aux enfants d’être considérés comme sujets des droits, comme des adultes.

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Der Autor Johannes Giesinger, Dr. phil., geboren 1972, Studium der Philosophie und P?dagogik an der Universit?t Zürich. T?tigkeit als Gymnasiallehrer für Philosophie. Promotion (2005) mit einer Arbeit zur Frage des p?dagogischen Paternalismus. Publikationst?tigkeit in den Bereichen Philosophiedidaktik und Bildungsphilosophie. Adresse: St.Georgenstrasse 181a, CH-9011 St. Gallen. E-mail: giesinger@st.gallen.ch  相似文献