Author: Wilma J. Williams PinderPublisher:
ISBN:
Category :
Languages : en
Pages : 28
Book Description
The Relationship Between Academic Achievement, Motor Task Performance, and General Aspiration Levels
Author: Wilma J. Williams PinderPublisher:
ISBN:
Category :
Languages : en
Pages : 28
Book Description
The Relationship Between the Level of Aspiration and Performance in Selected Motor Tasks
Author: Nannette PriceJournal of Health, Physical Education, Recreation
Author: Levels of Aspiration in Academically Successful and Unsuccessful Children
Author: The effects of stating level of aspiration according to hope, expect, and encouragement instructions upon performance of a motor task
Author: Donald William HunterThe Effect of Level of Aspiration and Knowledge of Results Upon Performance of Gross Motor Tasks
Author: Barbara Ann Gertrude HibnerPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 400
Book Description
The Relationship Between Level of Aspiration and Motor Performance in Third and Sixth Grade Boys
Author: Jerome Joseph SvecPublisher:
ISBN:
Category : Boys
Languages : en
Pages : 150
Book Description
The Effect of Success and Failure Upon Level of Aspiration and Achievement in Motor Activities
Author: Marjory D. LyonsFrom Principles of Learning to Strategies for Instruction
Author: Robert J. SeidelPublisher: Springer Science & Business Media
ISBN: 0387234810
Category : Education
Languages : en
Pages : 247
Book Description
The primary goal of instructional design is improving the quality of learning and instruction. Instructional designers have focused on a number of areas of critical concern and developed a variety of techniques to achieve this goal (Reigeluth, 1983, 1999). Critical areas of concern for those who plan, implement and manage instruction include (a) needs assessment (identifying gaps or deficiencies in knowledge and performance to be addressed in instruction); (b) task analysis (identifying the types of knowledge, skills and attitudes to be developed during instruction); (c) learner analysis (determining who the learners are, what they know, relevant differences, etc. ); (d) instructional strategies (developing strategies appropriate for the task and learners involved); and (e) assessment and evaluation (determining how to assess individual progress and evaluate programs). There are many books already in print that treat the general domain of instructional design, as well as texts that target each of these areas of concerns. Why then another book on these issues? There are several answers to this question. Many of the available books treat instruction as a formal process that proceeds according to specific and detailed instructional systems development models (see, for example, Dick, Carey & Carey, 2005). Indeed, the US military has created a series of handbooks specifying details of the various instructional development processes (see Department of Defense, 1999).
The Relationship Between Aspiration Level and Academic Achievement for College Freshmen
Author: Maria Teresa RizzoPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 132
Book Description