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John V. Kucsera Rochelle Roberts Stephen Walls Josh Walker Marilla Svinicki 《Teachers and Teaching》2013,19(5):597-610
Goal orientation theory has been widely investigated and found to affect many motivation and behavior variables in relation to student learning and work performance. However, unlike the motivational construct of self-efficacy, researchers have yet to investigate whether this theory can be applied to the field of teaching and contribute to the explanation for trends in instructional behavior and motives. The purpose of the present study was to develop an instrument to begin the exploration of teachers’ goal orientation towards teaching. From a three-phase research design consisting of scale development, score validation, and convergent/discriminant validation, results provided support for the development of, and validity of scores on, a Goal Orientation towards Teaching (GOTT) Scale. Although further validation is needed, future researchers and practitioners can use the GOTT scale to investigate how teachers’ goal orientation towards teaching can impact student learning, teaching effectiveness, pedagogical learning, and even professional morale. 相似文献
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Jessica J. Summers Marilla D. Svinicki Joanna S. Gorin Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64
Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella. 相似文献
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YoonJung Cho Myoungsook Kim Marilla D. Svinicki Mark Lowry Decker 《Teaching in Higher Education》2013,18(3):267-279
The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These ‘teaching concerns’ were further analysed by examining their relationship with the value placed on them by the GTAs and the confidence in dealing with the teaching-related issues of concern. The results revealed that GTAs tend to have concerns about self, task or role/time/communication-related issues when the nature of the concerned issues is perceived as being valuable but challenging. On the other hand, GTAs are more likely to have concerns with impact-related issues when the nature of the issues is perceived as both being valuable and manageable. Several GTA characteristics, such as teaching experience, teacher efficacy, participation in professional development and values on teaching practices, were examined as predictors of GTA teaching concerns. 相似文献
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To introduce the special issue on collaborative learning in postsecondary and professional education, the editors describe
their reasons for assembling it. First, most of the existing collaborative learning research focuses on K-12 settings; second,
some forms of collaborative learning are used predominantly or exclusively in postsecondary or professional education; and
finally, increasing numbers of adults are getting some or all of their college education online. The introduction concludes
with the editors explaining their decision not to take a position on the nomenclature question (“collaborative” vs. “cooperative”
vs. “peer” vs. “small group” learning) which pervades the literature. 相似文献
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Marilla D. Svinicki 《Educational Psychology Review》2007,19(1):63-61
Research on Problem-Based Learning in medical education has undergone an evolutionary process from initial proof of concept
studies through critiques of the original methods and beyond. Initial studies focused on whether or not the instructional
method was effective for medical students and the goals of medical education. Despite much movement back and forth between
results demonstrating effectiveness and ineffectiveness, not much forward progress was made in reaching a decisive conclusion.
Recently, however, the adoption of different theoretical perspectives, research methods, research targets and technological
supports has begun to move the studies along. Current research in the area is focusing not on whether the students learn,
but rather what goes on during learning that helps or hinders their learning. As such the group process and its cognitive
components has become a more fruitful target of researchers.
An erratum to this article can be found at 相似文献
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