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RELATIONSHIP BETWEEN FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND PERSISTENCE AND PERFORMANCE IN AN INSTRUCTIONAL TELEVISION CURRICULUM (LEARNING STYLES, FLORIDA)
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Students' perceptions and attitudes toward parent involvement in academic homework and its relationship to academic achievement
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THE EFFECTIVENESS OF USING MICROCOMPUTERS IN LEARNING ALGEBRAIC PRECEDENCE CONVENTIONS
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The impact of Greek bilingual programs on the academic performance language preservation and ethnicity of Greek-American students: A case study in Chicago
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English as a Second Language student preferences in regard to computerized language learning: A multiple case study
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| 6 |
THE EFFECT OF CULTURAL AFFINITY ON LANGUAGE DOMINANCE OF ARAB MINORITY STUDENTS IN SELECTED AMERICAN PUBLIC SCHOOLS
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An investigation into the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation
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| 8 |
THE RELATIONSHIP BETWEEN ELEMENTARY SCHOOL TEACHERS' AND STUDENTS' COGNITIVE QUESTIONING PREFERENCES AND STUDENT ACHIEVEMENT IN CRITICAL THINKING
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The impact of classroom climate on students' attitudes and behavior toward matters related to population: A case study in public high schools, the province of West Java, Indonesia
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WRITING SKILLS IN THE NIGERIAN SCHOOL CERTIFICATE ENGLISH LANGUAGE PROGRAM
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A descriptive analysis of test scores posted by seven community colleges on the communication subtests of the College-Level Academic Skills Test
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Effective community college teaching and the role of instructional systems design skills: A multiple case study
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| 13 |
EFFECTS OF RULE SELECTION TRAINING IN TASKS REQUIRING BOTH RULE SELECTION AND RULE APPLICATION CAPABILITIES
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| 14 |
LANGUAGE NEEDS IDENTIFICATION OF CAMBODIAN REFUGEES IN A U.S. URBAN AREA (PROGRAM EVALUATON, CURRICULUM DEVELOPMENT, UNITED STATES)
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| 15 |
Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training
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| 16 |
Enhancing learner motivation in an instructor-facilitated learning context
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Abstract:
In this study the results are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Keller's (1984, 1987a&b) ARCS model. Through this strategy learners are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are designed and used according to a systematic, replicable process. ; It is defended that a naturalistic mode of inquiry is the most appropriate one for the particular research interest, and that, within that mode, a case study approach, within an embedded multiple-case perspective, is called for. Reference is made to the existing knowledge base in the area of motivational design, as well as to that of the chosen research paradigm and methodology. ; Three basic research interests are addressed in the study, i.e. that of the validity of the strategy under consideration, the question as to how and why the messages work, and the issue of their optimality. Evidence is presented and discussed to substantiate the proposition that the motivational messages strategy worked similarly well in the case of two of its applications almost three years apart. Of a total of ten propositions regarding the interaction between the messages and the learners, the messages and the instructor, and the messages and the environment, nine are found substantiated and one insubstantiated in the light of the data collected. It is also argued that evidence supports the contention that the strategy adapts itself to the circumstances of its application. ; As to the overall interpretation of the totality of phenomena discussed, the study concludes that motivational messages should not be looked upon in isolation, but as part of a more complex motivational system, in the context of which they enhance the effectiveness of the other components involved. ; Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0403. ; Major Professor: John M. Keller. ; Thesis (Ph.D.)--The Florida State University, 1990.
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Keyword:
Adult and Continuing; Bilingual and Multicultural; Curriculum and Instruction; Education
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URL: http://purl.flvc.org/fsu/lib/digcoll/etd/3161980
http://diginole.lib.fsu.edu/islandora/object/fsu%3A78179/datastream/TN/view/Enhancing%20learner%20motivation%20in%20an%20instructor-facilitated%20learning%20context.jpg
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| 17 |
THE USE OF COMMUNITY VOLUNTEERS IN A RURAL SECONDARY SCHOOL GIFTED AND TALENTED PROGRAM
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| 18 |
A COMPARATIVE STUDY OF SELECTED VARIABLES IN SPECIAL EDUCATION AND REGULAR CLASSROOM TEACHERS' ATTITUDES TOWARD THE HANDICAPPED STUDENT
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Differences in the understanding of French culture between undergraduate college students taught French literature in French and those taught in English
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| 20 |
DECODING SKILL AND VOCABULARY KNOWLEDGE IN READING COMPREHENSION
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