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Author: Benjamin Samuel Bloom Publisher: Addison Wesley Publishing Company ISBN: Category : Education Languages : en Pages : 236
Book Description
Taxonomy-- 'Classification, esp. of animals and plants according to their natural relationships...'Most readers will have heard of the biological taxonomies which permit classification into such categories as phyllum, class, order, family, genus, species, variety. Biologist have found their taxonomy markedly helpful as a means of insuring accuracy of communication about their science and as a means of understanding the organization and interrelation of the various parts of the animal and plant world.
Author: Benjamin Samuel Bloom Publisher: Addison Wesley Publishing Company ISBN: Category : Education Languages : en Pages : 236
Book Description
Taxonomy-- 'Classification, esp. of animals and plants according to their natural relationships...'Most readers will have heard of the biological taxonomies which permit classification into such categories as phyllum, class, order, family, genus, species, variety. Biologist have found their taxonomy markedly helpful as a means of insuring accuracy of communication about their science and as a means of understanding the organization and interrelation of the various parts of the animal and plant world.
Author: D. Betsy McCoach Publisher: Springer Science & Business Media ISBN: 1461471354 Category : Psychology Languages : en Pages : 316
Book Description
Whether the concept being studied is job satisfaction, self-efficacy, or student motivation, values and attitudes--affective characteristics--provide crucial keys to how individuals think, learn, and behave. And not surprisingly, as measurement of these traits gains importance in the academic and corporate worlds, there is an ongoing need for valid, scientifically sound instruments. For those involved in creating self-report measures, the completely updated Third Edition of Instrument Development in the Affective Domain balances the art and science of instrument development and evaluation, covering both its conceptual and technical aspects. The book is written to be accessible with the minimum of statistical background, and reviews affective constructs from a measurement standpoint. Examples are drawn from academic and business settings for insights into design as well as the relevance of affective measures to educational and corporate testing. This systematic analysis of all phases of the design process includes: Measurement, scaling, and item-writing techniques. Validity issues: collecting evidence based on instrument content. Testing the internal structure of an instrument: exploratory and confirmatory factor analyses. Measurement invariance and other advanced methods for examining internal structure. Strengthening the validity argument: relationships to external variables. Addressing reliability issues. As a graduate course between covers and an invaluable professional tool, the Third Edition of Instrument Design in the Affective Domain will be hailed as a bedrock resource by researchers and students in psychology, education, and the social sciences, as well as human resource professionals in the corporate world.
Author: Robert K. Gable Publisher: Springer Science & Business Media ISBN: 9401114005 Category : Psychology Languages : en Pages : 315
Book Description
There has been longstanding interest in affective characteristics in both educational and corporate environments. While each domain has produced its own set of theorists and researchers, the work of some, such as Bandura, has found a place in the literature of both areas. In each of these settings, theorists and researchers have agreed on the causal connections between such constructs as self-efficacy and perceived satisfaction and success, whether that success is measured by academic achievement or corporate quality and performance resulting in profitability. Along with this interest, comes the need for the development of valid and reliable instruments to assess affective characteristics. It is clear that no matter whether your interest lies in the relationship between self-efficacy and academic success or employee satisfaction and corporate success, it is essential that the instruments used be carefully designed and tested to assure that they are measuring what they are intended to measure in a consistent manner. This work offers the theoretical perspective, modern psychometric techniques, real examples, and data needed to enable the instrument developer to produce such valid and reliable instruments.
Author: Douglas B. McLeod Publisher: Springer Science & Business Media ISBN: 1461236142 Category : Mathematics Languages : en Pages : 246
Book Description
Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.
Author: Eugene H. Cramer Publisher: Newark, Del., USA : International Reading Association ISBN: Category : Education Languages : en Pages : 292
Book Description
Representing current thinking about a wide range of issues related to reading motivation, this book offers a look at how to create classroom cultures that foster in students the love of reading. The book is about teachers and the critical role they play in helping children develop into motivated, active, engaged readers who read both for pleasure and information because they find it to be personally satisfying and rewarding. After an introduction ("Developing Lifelong Readers" by Eugene H. Cramer and Marrietta Castle), chapters in the book are: (1) "Reading and Society: Lessons from the World Out There" (Lloyd W. Kline); (2) "Toward a Model of Reading Attitude Acquisition" (Michael C. McKenna); (3) "The Insatiable Appetite" (Victor Nell); (4) "Who Reads What and When?" (Peter J. L. Fisher); (5) "How Teacher Attitudes Influence Reading Achievement" (Edward J. Dwyer and Evelyn E. Dwyer); (6) "A Portrait of Parents of Successful Readers" (Dixie Lee Spiegel); (7) "Promoting the Reading Habit: Considerations and Strategies" (Jerry L. Johns and Peggy VanLeirsburg); (8) "Literature and the Visual Arts: Natural Motivations for Literacy" (Richard Sinatra); (9) "Instilling a Love of Words in Children" (Nancy Lee Cecil); (10) "Connecting in the Classroom: Ideas from Teachers" (Eugene H. Cramer); (11) "Helping Children Choose Books" (Marietta Castle); (12) "Values, Agendas, and Preferences in Children's and Young Adult Literature" (June D. Knafle); (13) "Response to Literature: Models for New Teachers" (Camille L. Z. Blachowicz and Cathryn A. Wimett); (14) "Affect Versus Skills; Choices for Teachers" (Betty S. Heathington); (15) "Coordinating Teacher Read-Alouds with Content Instruction in Secondary Classrooms" (Judy S. Richardson); (16) "Writing Novels for Discouraged Readers...and Why We Must" (Irene Schultz); and (17) "Educating Teachers Affectively: Client-Centered Staff Development" (Cara L. Garcia). An epilogue ("The Need for Affective Literates" by Larry Mikulecky), concludes the book. Contains 93 references. (RS)
Author: Terry Hyland Publisher: Springer Science & Business Media ISBN: 9400719116 Category : Education Languages : en Pages : 252
Book Description
In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task. In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning. Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice. The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 1799889580 Category : Business & Economics Languages : en Pages : 1964
Book Description
In the next few years, it is expected that most businesses will have transitioned to the use of electronic commerce technologies, namely e-commerce. This acceleration in the acceptance of e-commerce not only changes the face of business and retail, but also has introduced new, adaptive business models. The experience of consumers in online shopping and the popularity of the digital marketplace have changed the way businesses must meet the needs of consumers. To stay relevant, businesses must develop new techniques and strategies to remain competitive in a changing commercial atmosphere. The way in which e-commerce is being implemented, the business models that have been developed, and the applications including the benefits and challenges to e-commerce must be discussed to understand modern business. The Research Anthology on E-Commerce Adoption, Models, and Applications for Modern Business discusses the best practices, latest strategies, and newest methods for implementing and using e-commerce in modern businesses. This includes not only a view of how business models have changed and what business models have emerged, but also provides a focus on how consumers have changed in terms of their needs, their online behavior, and their use of e-commerce services. Topics including e-business, e-services, mobile commerce, usability models, website development, brand management and marketing, and online shopping will be explored in detail. This book is ideally intended for business managers, e-commerce managers, marketers, advertisers, brand managers, executives, IT consultants, practitioners, researchers, academicians, and students interested in how e-commerce is impacting modern business models.
Author: Norbert M. Seel Publisher: Springer Science & Business Media ISBN: 1441914277 Category : Education Languages : en Pages : 3643
Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Author: Benjamin Samuel Bloom
Author: Benjamin Samuel Bloom
Author: D. Betsy McCoach
Author: Robert K. Gable
Author: Barbara L. Martin
Author: Douglas B. McLeod
Author: Thomas A. Ringness
Author: Eugene H. Cramer
Author: Terry Hyland
Author: Management Association, Information Resources
Author: Norbert M. Seel