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Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory. 相似文献
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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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W. D. Walls 《Journal of Media Economics》2013,26(1):20-35
This article applies recently developed nonparametric kernel regression estimation methods to quantify the conditional distribution of motion picture earnings. The nonparametric, data-driven approach allows the full range of relations among variables to be captured, including nonlinearities that usually remain hidden in parametric models. The nonparametric approach does not assume a functional form, so specification error is not an issue. This study finds that the nonparametric regression model fits the data far better than the logarithmic regression model employed by most applied researchers; it also fits the data much better than a polynomial regression model. The nonparametric model yields substantially different estimates of the elasticity of box-office revenue with respect to production budgets and opening screens, and the model also has very good out-of-sample predictive ability, making it a potentially useful tool for studio management. 相似文献
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Celeste M. Walls 《Communication Teacher》2013,27(2):68-74
Objective: To use the classroom experience as a learning environment for organizational communication in which students experience emerging hierarchical structure, culture, reward systems, and consequences Course: Introduction to organizational communication 相似文献
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The challenges of learning statistics, particularly distributions and their characteristics, can be potentially monumental for vision impaired and blind students. The authors provide some practical advice for teaching these students. 相似文献
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Hadida Allègre L. Lampel Joseph Walls W. David Joshi Amit 《Journal of Cultural Economics》2021,45(2):213-238
Journal of Cultural Economics - Online streaming services are challenging long-standing decision-making processes in the traditional motion picture industry, thus placing Hollywood major studios at... 相似文献
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The study examines the teaching and learning of science in an urban high school characterised by African American students
from conditions of relative poverty. An interpretive study was undertaken involving a research team that included the teacher
in the study and a student from the school. Despite the teacher's effort to enact a curriculum that was transformative the
students resisted most of his efforts to enhance their learning. The study highlights the difficulties of engaging students
when they lack motivation to learn and attend sporadically. In an era of standards-oriented science in which all students
are expected to achieve at a high level, it is essential that research identify ways to tailor the science curriculum to the
needs and interests of students. 相似文献