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Citations for Outstanding Contributions to Student Learning Citations
"... recognise and reward the diverse contribution that individuals and teams make to the quality of student learning. Citations are awarded to academic, general and sessional staff, and University associates, who have made significant contributions to student learning in a specific area of responsibilit ..."
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recognise and reward the diverse contribution that individuals and teams make to the quality of student learning. Citations are awarded to academic, general and sessional staff, and University associates, who have made significant contributions to student learning in a specific area
Digital Game-Based Learning
"... [Green and Bavelier, 2003] has grabbed national attention for suggesting that playing “action ” video and computer games has the positive effect of enhancing students ’ visual selective attention. But that finding is just one small part of a more important message that all parents and educators need ..."
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Cited by 539 (0 self)
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[Green and Bavelier, 2003] has grabbed national attention for suggesting that playing “action ” video and computer games has the positive effect of enhancing students ’ visual selective attention. But that finding is just one small part of a more important message that all parents and educators
Motivational and self-regulated learning components of classroom academic performance
- Journal of Educational Psychology
, 1990
"... A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulat ..."
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Cited by 679 (6 self)
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A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self
Seven principles for good practice in undergraduate education
, 1987
"... Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses-- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks. There are neit ..."
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Cited by 799 (0 self)
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education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: 1. Encourages contacts between students and faculty. 2
Eliciting self-explanations improves understanding
- Cognitive Science
, 1994
"... Learning involves the integration of new information into existing knowledge. Generoting explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. ..."
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Cited by 577 (22 self)
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. This study extends that finding, showing that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text. Without any extensive training, 14 eighth-grade students were merely asked to self-explain after reading each line
Transfer of Cognitive Skill
, 1989
"... A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing the s ..."
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Cited by 894 (22 self)
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of learning and practice to acquire any significant cognitive skill to a reasonable degree of proficiency. For instance, after 100 hours a student learning to program a computer has achieved only a very modest facility in the skill. Learning one's primary language takes tens of thousands of hours
Principles and Practice in Second Language Acquisition
, 1982
"... This is the original version of Principles and Practice, as published in 1982, with only minor changes. It is gratifying to point out that many of the predictions made in this book were confirmed by subsequent research, for example, the superiority of comprehensible-input based methods and sheltered ..."
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Cited by 775 (4 self)
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best through comprehensible input (Krashen, 1989; 2003). I have changed my position on only one issue: At the end of Principles and Practice, I suggest the use of a form of deception- students may think they are acquiring vocabulary or learning subject matter, but unknown to them, they are acquiring
Intrinsic and extrinsic motivations: Classic definitions and new directions.
- Contemporary Educational Psychology,
, 2000
"... Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research ..."
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Cited by 635 (8 self)
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and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both
Achievement goals in the classroom: Students’ learning strategies and motivation processes
- Journal of Educational Psychology
, 1988
"... We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and respo ..."
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Cited by 433 (1 self)
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and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging
Natural Selection
, 1992
"... This study examined how middle science teachers perceive the textbooks they use and how their perceptions varied with their personal attributes and professional backgrounds. A questionnaire was sent to 79 middle school science teachers in Missouri, and 66 responded. The questionnaire was designed to ..."
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Cited by 461 (1 self)
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-mandated objectives. About 25 percent of respondents thought their text book did not provide activities that encouraged the student-as-the-worker or provided for active learning. It also appeared that teachers who had attended a national science conference within the previous 3 years approached their curriculum
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