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Full-Text Articles in Education
Teacher Efficacy: A Construct Validation With Alternative High School Teachers: A Replication, Lisa Marie Bries
Teacher Efficacy: A Construct Validation With Alternative High School Teachers: A Replication, Lisa Marie Bries
Dissertations and Theses @ UNI
The purpose of this study was to replicate phase one of Gibson and Dembo's (1984) construct validation study of the Teacher Efficacy Scale with alternative high school instructors. Replication of Gibson and Dembo's factor analytic structure of this instrument with alternative educators would provide a basis upon which to make comparisons between regular and alternative educators' self efficacy.
Subjects for the study were 77 alternative educators in a rural midwestern state. Each alternative teacher taught in the continuation school model of alternative education which addressed the needs of dropout youth and students identified as being in danger of dropping out. …
Use Of Learning Theories In Media Design, Janet Adams
Use Of Learning Theories In Media Design, Janet Adams
Graduate Research Papers
This review discusses learning theories such as dimensions of learning, multiple intelligences, reading-learning styles, constructivism, and brain research. It looks at software design, multimedia programs and some experimental programs that are making attempts to integrate these theories into the design of technology.
Acceptability Across Disciplines Of Attribution Retraining Alone And Combined With Learning Strategy Instruction, Melody A. Reeder
Acceptability Across Disciplines Of Attribution Retraining Alone And Combined With Learning Strategy Instruction, Melody A. Reeder
Dissertations and Theses @ UNI
Attribution theory has been reformulated repeatedly over the past 40 years. Seven of the major theories of attribution are discussed in this paper, as well as five attribution assessment instruments. A brief overview of learning strategy instruction is provided also. Based on a review of eleven major school psychology training textbooks and the past five and one half years of major school psychology journals, it was hypothesized that educational professionals have little knowledge, experience, and skills in attribution assessment and intervention. The purpose of the current study was to investigate educational professionals' (i.e., regular education teachers, educational consultants, school psychologists) …