Attributions in a mastery instructional system: Is an emphasis on effort harmful?     

Mark Grabe 《Contemporary educational psychology》1985,10(2):113-126

Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort.  相似文献   

TORNADO TRADE MARK     

Trade Mark Registry   《RPC》1979,96(8):155-165

  相似文献   

A social systems analysis of educational subsystems in Venezuela     

Mark Hanson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):373-390

  相似文献   

Publishing issues raised by CD-ROM technology     

Buckley  Mark R. 《Publishing Research Quarterly》1989,5(4):51-57

Many practical issues face information specialists engaged in the preparation of documentation for CD-ROM publication. This article discusses the technologies involved in the production and use of CD-ROM documents and their bearing on issues of document design, preparation, storage, and revision. Mark R. Buckley manages a software development group in Bellcore’s Information Management Services division. He also participates in the Information Products Interchange work group of the Telecommunications Industry Forum where he chairs a subgroup on SGML (the Standard Generalized Markup Language). Address for correspondence  相似文献   

Survey on Teaching Contemporary British Fiction   总被引：1，自引：1，他引：0  

Philip Tew  Mark Addis 《Changing English: An International Journal of English Teaching》2007,14(3):313-324

The teaching of contemporary British fiction in English departments in the United Kingdom is reviewed. The study primarily focuses upon evaluative engagement with current teaching. The literary and theoretical texts taught on courses are considered, as are the use and availability of different kinds of supplementary literary‐critical materials. Data collection was through semi‐structured interviews and a survey of online material. The periodisation and focus of general contemporary British fiction teaching is emerging from a more diffuse field where postmodern, gendered and post‐colonial readings still tend to shape courses and modules. A new post‐1970s idea of the contemporary is rapidly emerging.  相似文献   

Making Problematic Standardized Assessment for Teacher Accountability: Using Political Theory to Guide Science Teacher Education Research     

Mark A. Templin 《Journal of Science Teacher Education》2008,19(5):413-416

  相似文献   

Childhood‐onset schizophrenia: An overview     

Misty Gonthier  Mark A. Lyon 《Psychology in the schools》2004,41(7):803-811

Childhood‐onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe. This article provides an in‐depth look into its symptomatology, general course, long‐term functioning, diagnostic criteria, and methods of assessing the disorder. It also includes discussions of the various treatments used with patients having COS, including psychopharmalogical treatments, cognitive therapy, family interventions, educational interventions, and environmental manipulations. Particular attention is paid to the educational implications of the disorder and the role of school psychologists in working with this population. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 803–811, 2004.  相似文献   

Preface     

Fabio Crestani  Paolo Ferragina  Mark Sanderson 《Information Retrieval》2008,11(4):267-268

  相似文献   

Interview with Roald Dahl     

Mark I. West 《Children‘s Literature in Education》1990,21(2):61-66

  相似文献   

The Grass Isn’t Always Greener: Perceptions of and Performance on Open-Note Exams     

Brian K. Sato  Wenliang He  Mark Warschauer  Pavan Kadandale 《CBE life sciences education》2015,14(2)

Undergraduate biology education is often viewed as being focused on memorization rather than development of students’ critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature–based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom’s levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature–focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that ­increased experience may be necessary to truly understand the impact of this intervention.  相似文献