Enhancing relevance: Embedded ARCS strategies vs. Purpose     

Tammy Babe Means Ph.D.  David H. Jonassen  Francis M. Dwyer 《Educational technology research and development : ETR & D》1997,45(1):5-17

The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner. This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded, extrinsic relevance-enhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology, and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation and performance gains than did intrinsic relevance. She is currently teaching reading and writing strategies to elementary school children. His publications include the recently completedHandbook of Research for Educational Communications and Technology, reviewed in this issue. Francis M. Dwyer is Professor of Instructional Systems at the Pennsylvania State University, where he has been a leading researcher in the role of visuals in instruction. He is a past-president of AECT.  相似文献   

Echecs scolaires à l'IESP et profil de recrutement     

Danièle Bonfond  Pierre Charlier  Francis Perée 《欧洲师范教育杂志》1986,9(1):85-107

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The Relationship Between Church Schools and Local Church Life: Distinguishing between aided and controlled status     

Leslie J. Francis  David W. Lankshear 《Educational studies》2001,27(4):425-438

This study compares the impact of Anglican voluntary aided and voluntary controlled schools on a range of indices of local church life throughout the diocese of Chelmsford. After controlling for the influence of population size, the church electoral roll, the age of the priest in charge of the benefice, the number of churches in the benefice, and the number of stipendiary clergy employed in the benefice, the data lead to two conclusions. Voluntary controlled primary schools have no significant impact on any of the indices of local church life included in the study. Voluntary aided primary schools are associated with a significantly higher level of pre-teenage confirmands, but they have no influence on the number of older confirmands, the number of baptisms, the usual Sunday church attendance, or the number of festival communicants.  相似文献   

DEVELOPING PARENT‐PROFESSIONAL PARTNERSHIPS IN A POSTSECONDARY EDUCATION PROGRAM FOR STUDENTS WITH DISABILITIES     

Grace L. Francis  Elizabeth Fuchs  Andrew D. Johnson  Sarah Gordon  Amber Grant 《Psychology in the schools》2016,53(10):1045-1056

Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.  相似文献   

The Linkages Between Education and Employment in Canada and the United Kingdom: a comparative analysis     

David Ashton  Francis Green  Graham Lowe 《比较教育学》1993,29(2):125-143

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Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings     

Francis Wardle 《Early Childhood Education Journal》1998,26(1):7-11

Early childhood programs have been in the forefront of implementing a multiracial curriculum. Early childhood educators need to extend these approaches to support and embrace multiracial and multiethnic children. These are children whose biological parents crossed traditional U.S. Census categories to have children. To meet the unique needs of these children and their families, early childhood educators need to engage in staff training, provide classroom materials, work closely with parents, and challenge the single race approach to multicultural education.  相似文献   

Peer Assessment of a Group Project in a Primary Mathematics Education Course     

Francis Lopez‐Real 《Assessment & Evaluation in Higher Education》1999,24(1):67-79

This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any ‘weighting‐factor’ system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in‐depth interviews. The paper discusses the results of this evaluation and in particular identifies the need for ‘benchmarking’ when using the criteria and also the problematic nature of the ‘insider‐outsider’ syndrome as an important cultural factor.  相似文献   

Marketing Theory and Practice On‐line: a Development Towards International Collaboration     

Francis Farrelly  Sally Joy  Sandra Luxton 《Higher Education in Europe》1999,24(2):287-294

The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels.  相似文献   

Modernist Reductionism or Post-structuralist Relativism: Can we move on? An Evaluation of the Arguments in Relation to Feminist Educational Research     

Becky Francis 《Gender and education》1999,11(4):381-393

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The Political Consequences of Ambivalence: The Case of Democratic Reform in Hong Kong     

Lee  Francis L. F.; Chan  Joseph Man 《Int. Journal of Public Opinion Research》2009,21(1):47-64

Recent research has shown that attitudinal ambivalence has importantimplications on political attitudes and behavior. The conceptholds one of the keys to understanding complicated and seeminglycontradictory opinions of the public. This article examinesambivalence in public opinion regarding democratic reform inHong Kong. Analysis of a representative survey (N = 600) showsthat common citizens indeed have a significant degree of ambivalencetoward the government's political reform bill proposed in 2005.Regarding consequences, objective ambivalence is shown to havegreater predictive power than subjective ambivalence. The formerrelates negatively to attitude extremity and weakens the attitude–behaviorlinkage. However, contrary to the usual finding in the literature,objective ambivalence also relates positively to protest participationintention. The theoretical and social implications of the findingsare discussed. Received for publication June 29, 2007. Accepted for publication October 8, 2008.  相似文献