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This research investigates how disciplinary contexts, institutional settings, and individual motivations all affect researchers' depositing their articles into an institutional repository (IR). This study employed the Theory of Planned Behavior as its main theoretical framework and proposed six hypotheses to explain how disciplinary, institutional, and individual factors influence researchers' article depositing behaviors through an IR. This research utilized an online survey as its data collection method, and a total of 221 survey responses from researchers in U.S. academic institutions were collected. The hypothesized relationships were then tested by using multiple regression analysis. This research found that perceived community benefit, perceived institutional support, and perceived career benefit significantly increases researchers' article depositing behaviors through an IR, and the perceived career risk significantly decreases researchers' article depositing behaviors through an IR. This research suggests that community benefit, institutional support, and career issues need to be considered to increase researchers' overall article sharing behaviors through an IR. 相似文献
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Thomas C. Reeves Eunjung Grace Oh 《Educational technology research and development : ETR & D》2017,65(2):325-339
This paper presents an analysis of educational technology research with specific emphasis on determining how the research goals pursued and methods used have evolved over the 25-year period from 1989 through 2014. For this study, the contents of the Educational Technology Research and Development journal were analyzed over two six-year periods, first from 1989 to 1994 and second from 2009 to 2014, to identify the goals and methods of the studies specifically designated in the journal as “research papers.” Results indicate trends in the goals and methods employed in educational technology research that have implications for future research directions as well as for the preparation of graduate students and early career scholars to conduct educational technology research. 相似文献
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Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs. 相似文献
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The integration of digital game-based learning environment (DGBLE) enhanced by technology in recent years has been hampered by its complexity and difficulty in realistically addressing teachers’ instructional needs. The pedagogical gap between what teachers think a DGBLE can deliver and what DGBLE can actually offer remains substantial. To preliminarily address the gap, this present qualitative study adopted an end-user-development lens to understand how K-12 teachers as novice end users interpret and design game features in their DGBLEs. The design ideas, situated in teaching scientific subjects, were collected from 19 pre-service teachers in a public university in the United States by semi-structured interviews based on game features identified in the literature. The data analysis, grounded in the ARCS (attention, relevance, confidence, satisfaction) motivational design model, employed the direct content analysis method and revealed the distribution of motivational support among participants’ DGBLEs design ideas. The finding suggested that participants were more likely to incorporate intrinsic motivational support than extrinsic support in their design. This trend could compromise the motivational support of DGBLEs when students need additional extrinsic motives toward the end of learning processes. Further, the study illuminates the importance of incorporating end users’ perspectives early on in the DGBLE design process. 相似文献
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Since the publication of A Nation at Risk, some scholars have argued that a national curriculum and national testing are necessary to hold school personnel accountable for student achievement and, ultimately, to raise educational standards. The idea of developing a nationwide curriculum has been widely debated in the United States, where the traditions of local control and state responsibility are dominant. Thus, this article examines the relevance and feasibility of a uniform curriculum in physical education. A core curriculum for physical education has the potential to provide clear goals, coherent instructional guidelines, and relevant assessments aligned with designated program outcomes. A more advanced curricula framework with clear guidance for P-12 curricula and pedagogical practices could promote system-wide changes in school-based physical education. In contrast, the adoption of an overly rigid national curriculum would create a stifling educational context where cultural differences and local flexibility are not allowed. 相似文献
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Kwon Oh Nam Han Chaereen Lee Changsuk Lee Kyungwon Kim Kyeongjun Jo Gyeongha Yoon Gangwon 《Educational Studies in Mathematics》2021,108(1-2):183-200
Educational Studies in Mathematics - Visual displays in the news media become critical during escalating events such as the COVID-19 pandemic, as they facilitate the communication of complex... 相似文献
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As new venues of information and tools for information access are emerging, people's online information seeking behavior is dramatically evolving. While a majority of well-established and classical models of information seeking and behavior are still valid, there is a growing need to study and explain novel information sources and information seeking behaviors that are unique to these sources. One emerging domain is social question and answer (Q&A). This article develops a research agenda for social Q&A, reviewing recent studies and identifying core issues, questions, and challenges. 相似文献