Описание: The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Автор: Charles B. Hodges Название: Self-Efficacy in Instructional Technology Contexts ISBN: 3319998579 ISBN-13(EAN): 9783319998572 Издательство: Springer Рейтинг: Цена: 12196.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Описание: This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom.
Описание: This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom.
Описание: The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Автор: Charles B. Hodges Название: Self-Efficacy in Instructional Technology Contexts ISBN: 3030076385 ISBN-13(EAN): 9783030076382 Издательство: Springer Рейтинг: Цена: 14635.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Автор: Greene, Barbara A (university Of Oklahoma Usa) Название: Self-efficacy and future goals in education ISBN: 1138696919 ISBN-13(EAN): 9781138696914 Издательство: Taylor&Francis Рейтинг: Цена: 4745.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Self-efficacy and future goals are key to understanding and reinforcing the motivation to learn, especially for students in classroom settings. Written by a leading expert on motivation, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience.
Описание: This book is designed to give students and researchers the confidence to understand, assess, treat, and research test anxiety. Marty Sapp presents the various cognitive and behavioral theories of test anxiety along with instruments for measuring test anxiety.
Автор: Tibon-Czopp Shira, Weiner Irving B. Название: Rorschach Assessment of Adolescents: Theory, Research, and Practice ISBN: 1493979906 ISBN-13(EAN): 9781493979905 Издательство: Springer Рейтинг: Цена: 9756.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book serves as an up-to-date Rorschach primer and elaborates on the various applications of Rorschach assessment for adolescents with respect to differential diagnosis, forensic consultation, and therapeutic assessment. It opens with three chapters that provide readers with a basic overview and introduction to the topics integrated throughout the text. The first reviews the development and foundations of the Rorschach Inkblot Method; the second discusses key issues in the assessment of adolescents, with particular attention to differentiating patterns of psychopathology from normal developmental variations; and the third presents general considerations in using performance-based assessment instruments in the assessment of personality functioning in adolescence. Later chapters explore the current status of the Rorschach Inkblot Method with respect to theoretical formulations, research findings, and practice guidelines. The final chapter draws on information in the preceding chapters to present a model for Rorschach assessment of adolescents. This model is designed to facilitate accurate and useful formulations of personality functioning that contribute substantially to advancing responsible adolescent development.
Автор: Leutner Detlev, Fleischer Jens, Grьnkorn Juliane Название: Competence Assessment in Education: Research, Models and Instruments ISBN: 331984301X ISBN-13(EAN): 9783319843018 Издательство: Springer Рейтинг: Цена: 14635.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: 1. Competence assessment in education: An introduction; Detlev Leutner, Jens Fleischer, Juliane Grьnkorn and Eckhard Klieme.- PART 1: Modeling and assessing student competencies.- 2. Science-P I: Modeling conceptual understanding in primary school; Judith Pollmeier, Steffen Trцbst, Ilonca Hardy, Kornelia Mцller, Thilo Kleickmann, Astrid Jurecka and Knut Schwippert.- 3. Science-P II: Modeling scientific reasoning in primary school; Susanne Koerber, Beate Sodian, Christopher Osterhaus, Daniela Mayer, Nicola Kropf and Knut Schwippert.- 4. The Heidelberg inventory of geographic system competency model; Kathrin Viehrig, Alexander Siegmund, Joachim Funke, Sasche Wьstenberg and Samuel Greiff.- 5. An extended model of literary literacy;Christel Meier, Thorsten Roick, Sofie Henschel, Jцrn Brьggemann, Volker Frederking, Adelheid Rieder, Volker Gerner and Petra Stanat.- 6.Self-regulated learning with expository texts as a competence: Competence structure and competence training;Joachim Wirth, Melanie Schьtte, Jessica Wixfort and Detlev Leutner.- PART 2: Modeling and assessing teacher competencies.- 7.Investigating pre-service teachers' professional vision within university-based teacher education;Tina Seidel, Kathleen Stьrmer, Manfred Prenzel, Gloria Jahn and Stefanie Schдfer.- 8.Teacher knowledge experiment: Conditions for the development of pedagogical content knowledge;Thilo Kleickmann, Steffen Trцbst, Aiso Heinze, Andrea Anschьtz, Roland Rink and Mareike Kunter.- 9.Teachers' school tracking decisions;Ines Bцhmer, Cornelia Grдsel, Sabine Krolak- Schwerdt, Thomas Hцrstermann and Sabine Glock.- 10.Modeling, measuring, and training teachers counseling and diagnostic competences;Mara Gerich, Monika Trittel, Simone Bruder, Julia Klug, Silke Hertel, Regina Bruder and Bernhard Schmit.- 11. Development and evaluation of a competency model for teaching integrative processing of texts and pictures (BiTe); Annika Ohle, Nele McElvany, Britta Oerke, Wolfgang Schnotz, Inga Wagner, Holger Horz, Mark Ullrich and Jьrgen Baumert.- PART 3: Modeling and assessing vocational competencies and adult learning.- 12.Multidimensional competency assessments and structures in VET; Tobias Gschwendtner, Stephan Abele, Thomas Schmidt and Reinhold Nickolaus.- 13.Professional competencies of building trade apprentices after their first year of training; Kerstin Norwig, Cordula Petsch and Reinhold Nickolaus.- 14.Assessing tomorrow's potential: A competence measuring approach in vocational education and training;Viola Katharina Klotz and Esther Winther.- PART 6: Competency development: Modeling of change and training of competencies.- 15.The development of students' physics competence in middle school;Susanne We nigk, Knut Neumann, Tobias Viering, David Hadinek and Hans E. Fischer.- 16.Modelling and fostering decision-making competence regarding challenging issues of sustainable development; Susanne Bцgeholz, Sabina Eggert, Carolin Ziese and Marcus Hasselhorn.- 17.Metacognitive knowledge in secondary school students: Assessment, structure, and developmental change; Wolfgang Schneider, Klaus Lingel, Cordula Artelt and Nora Neuenhaus.- 18.Development of dynamic usage of strategies for integrating text and picture information in secondary schools;Wolfgang Schnotz, Inga Wagner, Fang Zhao, Mark Ullrich, Holger Horz, Nele McElvany, Annika Ohle & Jьrgen Baumert.- 19.Training of components of problem-solving competence: An experimental study on aspects of the cognitive potential exploitation hypothesis;
Описание: Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching.
Автор: Costa, Arthur L. Название: Assessment strategies for self-directed learning / ISBN: 0761938710 ISBN-13(EAN): 9780761938712 Издательство: Sage Publications Рейтинг: Цена: 4909.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The authors present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of self-directed learning.
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