Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Joyce F. Long"'
Autor:
Mary Beckman, Joyce F. Long
Community-based research (CBR) refers to collaborative investigation by academics and non-academic community members that fosters positive change on a local level. Despite recent trends toward engaged scholarship, few publications demonstrate how to
Publikováno v:
Urban Education. 42:196-222
Although researchers report that motivational variables, such as interest and self-efficacy, positively relate to forms of achievement (e.g., standardized test scores, grades, number of problems solved correctly), other studies indicate that motivati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1cc5c2d85a96b46e967f56cc799b3d76
https://doi.org/10.1177/0042085907300447
https://doi.org/10.1177/0042085907300447
Publikováno v:
Contemporary Educational Psychology. 30:418-438
Models of persuasion (e.g., Petty & Cacioppo, 1986 ) and conceptual change ( Dole & Sinatra, 1998 ) acknowledge that reader elaboration of and engagement with a given text increases the potential for belief change and that the process of elaboration
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f28d44b17ce2100295e9002112a330e2
https://doi.org/10.1016/j.cedpsych.2005.05.001
https://doi.org/10.1016/j.cedpsych.2005.05.001
Publikováno v:
Theory Into Practice. 40:265-269
that have been written to argue a point, alter their conceptions, or cause them to act (Murphy, 1998). Whether in a textbook, class lesson, or online text, these materials have the potential to persuade or modify students' understanding of particular
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8f970901488784dbee3412865f780394
https://doi.org/10.1207/s15430421tip4004_8
https://doi.org/10.1207/s15430421tip4004_8
Autor:
Joyce F. Long, P. Karen Murphy, Shinichi Monoi, Jill A. Zeruth, Maeghan N. Edwards, Michelle M. Buehl
Introduction Educational and psychological research over the last decade has consistently supported the presupposition that learning is a dynamic process in which knowledge and motivation work in concert to influence achievement (Alexander, 1997; Pin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::467b03f6c6b00a8b860f0a31016dfb99
https://doi.org/10.1017/cbo9780511691904.011
https://doi.org/10.1017/cbo9780511691904.011