Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Jamie-Lynn Magnusson"'
Autor:
Jamie Lynn Magnusson, Anne Wagner
Publikováno v:
Gender and Education. 17:449-461
Feminist pedagogy offers an exciting alternative to more conservative, traditional academic approaches, as it offers a site where women’s lives and experiences are accorded a place of importance and are considered worthy of theorizing. Within the l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::48cec8576ecffc7d54bf7a722ea90832
https://doi.org/10.1080/09540250500145189
https://doi.org/10.1080/09540250500145189
Autor:
Jamie-Lynn Magnusson
Publikováno v:
Canadian Journal of Higher Education. 30:176-183
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbb49f1a3f62c9d2e0390e81195c1946
https://doi.org/10.47678/cjhe.v30i2.183363
https://doi.org/10.47678/cjhe.v30i2.183363
Autor:
Jamie-Lynn Magnusson
Publikováno v:
The Journal of Higher Education. 68:191-211
(1997). Higher Education Research and Psychological Inquiry. The Journal of Higher Education: Vol. 68, No. 2, pp. 191-211.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1287328e560b14a5030e8fc4021dc62e
https://doi.org/10.1080/00221546.1997.11780881
https://doi.org/10.1080/00221546.1997.11780881
Publikováno v:
Research in Higher Education. 35:349-371
Although researchers have begun to examine how perceptions of academic performance affect college students' achievement striving, little is known about these linkages in different instruction settings. Students' explanatory schemas, for example, may
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17f5e358c791eadbcb1d51b7dbc981f7
https://doi.org/10.1007/bf02496828
https://doi.org/10.1007/bf02496828
Autor:
Raymond P. Perry, Jamie-Lynn Magnusson
Publikováno v:
Research in Higher Education. 33:227-245
We examined university students' academic help-seeking under task-involved and ego-involved classroom conditions. The effects of these motivational sets on frequency of help-seeking were expected to depend on students' attributions for failure. Use o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40379ebaf73224864363fa14537fee9f
https://doi.org/10.1007/bf00973580
https://doi.org/10.1007/bf00973580
Autor:
Jamie-Lynn Magnusson
Publikováno v:
Encounters/Encuentros/Rencontres on Education.
In this article I examine information and communications technology (ICT) in the context of changes to higher education. My analysis uses Ontario as a case study to illustrate that ICT and the knowledge society discourse is not about technological in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b019bc976fa8e4eb39847328069382fc
https://doi.org/10.15572/enco2005.07
https://doi.org/10.15572/enco2005.07
Autor:
Jamie-Lynn Magnusson
This paper explores the reshaping of higher education within a neoliberal paradigm of economic development and the implications for universities and colleges as sites of citizenship formation. The work of Torfing, in particular his critical integrati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2fcc85c7d844f5930c73cc12e939ff86
https://hdl.handle.net/1974/629
https://hdl.handle.net/1974/629
Autor:
Jamie-Lynn Magnusson, Raymond P. Perry
Publikováno v:
Journal of Educational Psychology. 79:453-460
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c29bf9a6681642aee3d92372f5cef76a
https://doi.org/10.1037/0022-0663.79.4.453
https://doi.org/10.1037/0022-0663.79.4.453
Publikováno v:
Journal of Educational Psychology. 78:96-107
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34d9176cdb9b174f3b38ad54b54378d7
https://doi.org/10.1037/0022-0663.78.2.96
https://doi.org/10.1037/0022-0663.78.2.96
Autor:
Raymond P. Perry, Jamie-Lynn Magnusson
Publikováno v:
Journal of Educational Psychology. 81:362-370
Le non controle ou la perte temporaire de controle mesures par questionnaire IAR (Intellectual Achievement Responsability) sont etudies dans un plan experimental mettant en œuvre le locus de controle, le feedback (juste ou faux) sur les performances
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::60e6d8b75a9bdf4a1dca1be9c0761af4
https://doi.org/10.1037/0022-0663.81.3.362
https://doi.org/10.1037/0022-0663.81.3.362