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1
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85066196840
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Assessment and classroom learning
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March
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Paul Black and Dylan Wiliam, "Assessment and Classroom Learning," Assessment in Education, March 1998, pp. 7-71.
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(1998)
Assessment in Education
, pp. 7-71
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Black, P.1
Wiliam, D.2
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2
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0142154418
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Buckingham, U.K.: Open University Press
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Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam, Assessment for Learning: Putting It into Practice (Buckingham, U.K.: Open University Press, 2003).
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(2003)
Assessment for Learning: Putting It into Practice
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Black, P.1
Harrison, C.2
Lee, C.3
Marshall, B.4
Wiliam, D.5
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3
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84987229103
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Wait time and rewards as instructional variables, their influence on language, logic, and fate control
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Mary Budd Rowe, "Wait Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control," Journal of Research in Science Teaching, vol. 11, 1974, pp. 81-94.
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(1974)
Journal of Research in Science Teaching
, vol.11
, pp. 81-94
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Rowe, M.B.1
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4
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0040144890
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Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance
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Ruth Butler, "Enhancing and Undermining Intrinsic Motivation; The Effects of Task-Involving and Ego-Involving Evaluation on Interest and Performance," British Journal of Educational Psychology, vol. 58, 1988, pp. 1-14.
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(1988)
British Journal of Educational Psychology
, vol.58
, pp. 1-14
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Butler, R.1
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5
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0039921137
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Formative assessment and the design of instructional systems
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Royce Sadler, "Formative Assessment and the Design of Instructional Systems," Instructional Science, vol. 18, 1989, pp. 119-44.
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(1989)
Instructional Science
, vol.18
, pp. 119-144
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Sadler, R.1
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6
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0007106103
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Formative assessment: Revisiting the territory
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Royce Sadler, "Formative Assessment: Revisiting the Territory," Assessment in Education, vol. 5, 1998, pp. 77-84.
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(1998)
Assessment in Education
, vol.5
, pp. 77-84
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Sadler, R.1
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7
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21844503582
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Student study techniques and the generation effect
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See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
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(1994)
Journal of Educational Psychology
, vol.86
, pp. 567-576
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Foos, P.W.1
Mora, J.J.2
Tkacz, S.3
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8
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84950234346
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Facilitating elaborative learning through guided student-generated questioning
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See, for example, Paul W. Foos, Joseph J. Mora, and Sharon Tkacz, "Student Study Techniques and the Generation Effect," Journal of Educational Psychology, vol. 86, 1994, pp. 567-76; and Alison King, "Facilitating Elaborative Learning Through Guided Student-Generated Questioning," Educational Psychologist, vol. 27, 1992, pp. 111-26.
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(1992)
Educational Psychologist
, vol.27
, pp. 111-126
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King, A.1
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9
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0004187877
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London: King's College London, School of Education
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See, for example, Mike Askew et al., Effective Teachers of Numeracy: Final Report (London: King's College London, School of Education, 1997). In this study, there was no correlation between the progress made by elementary school students in arithmetic and the highest level of mathematics studied by the teacher. Indeed, there was a nonsignificant negative correlation between the two. The students who made the most progress were taught by teachers without high levels of subject knowledge, but who emphasized the connections between mathematics concepts.
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(1997)
Effective Teachers of Numeracy: Final Report
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Askew, M.1
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11
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84937293871
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Students' help seeking during problem solving: Effects of grade, goal, and prior achievement
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Richard S. Newman and Mahna T. Schwager, "Students' Help Seeking During Problem Solving: Effects of Grade, Goal, and Prior Achievement," American Educational Research Journal, vol. 32, 1995, pp. 352-76.
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(1995)
American Educational Research Journal
, vol.32
, pp. 352-376
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Newman, R.S.1
Schwager, M.T.2
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12
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0000176573
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Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance
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Ruth Butler, "Task-Involving and Ego-Involving Properties of Evaluation: Effects of Different Feedback Conditions on Motivational Perceptions, Interest, and Performance," Journal of Educational Psychology, vol. 79, 1987, pp. 474-82.
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(1987)
Journal of Educational Psychology
, vol.79
, pp. 474-482
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Butler, R.1
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13
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58149207614
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Effects of internally focused feedback on enhancement of academic selfconcept
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Rhonda G. Craven, Herbert W. Marsh, and Raymond L. Debus, "Effects of Internally Focused Feedback on Enhancement of Academic SelfConcept," Journal of Educational Psychology, vol. 83, 1991, pp. 17-27.
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(1991)
Journal of Educational Psychology
, vol.83
, pp. 17-27
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Craven, R.G.1
Marsh, H.W.2
Debus, R.L.3
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14
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84893396860
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The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
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Avraham N. Kluger and Angelo DeNisi, "The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory," Psychological Bulletin, vol. 119, 1996, pp. 254-84.
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(1996)
Psychological Bulletin
, vol.119
, pp. 254-284
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Kluger, A.N.1
DeNisi, A.2
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