Motivation for learning in information technology experts: Profiles of multiple goals.

This study describes the motivational characteristics of developing experts in information technology (IT). Experienced IT workers (N=203) who were users of online technology discussion groups completed surveys about perceived competence and goals (learning/mastery goals, performance-approach goals, intrinsic and extrinsic rewards, and future-oriented perceived utility goals) for continued expertise development. The sample as a whole scored higher on intrinsic motivators than on extrinsic motivators, and scored high on perceived competence, as would be expected for developing experts. A cluster analysis was performed on standardized scores in order to create profiles of multiple goals. Three groups were found: Cluster 1 scored relatively low (as compared to others) on all goal variables and on perceived competence; Cluster 2 scored relatively high on intrinsic goals and perceived competence and relatively low on extrinsic goals; and Cluster 3 scored relatively high on extrinsic goals and relatively low on intrinsic goals and perceived competence. Therefore, while the participants reported that their expertise development was motivated more intrinsically than extrinsically, some depended relatively more on extrinsic rewards and had lower perceived competence than their peers. This may cause their expertise development to have a lower trajectory, in which they progress more slowly and with less satisfaction and enjoyment

Schools Can't Wait: Accelerating the Redesign of University Principal Preparation Programs

Reviews recent efforts by 22 universities to provide higher quality training programs for school leaders. Includes examples of effective redesign practices and outlines an action plan for implementing successful educational leadership initiatives

Development and validation of an astronomy self-efficacy instrument for understanding and doing

This paper presents a new astronomy self-efficacy instrument, composed of two factors; one relating to learning astronomy content, which we call astronomy personal self-efficacy, and the other relating to the use of astronomical instrumentation, specifically the use of remote robotic telescopes for data collection. The latter is referred to as the astronomy instrumental self-efficacy factor. The instrument has been tested for reliability and construct validity. Reliability testing showed that factor 1 had a Cronbach\u27s α of 0.901 and factor 2 had a Cronbach\u27s α of 0.937. Construct validity was established by computing one-way analyses of variances, with the p value suitably protected, using independent variables peripherally related to the constructs. These analyses demonstrate that both scales possess high construct validity. The development of this astronomy specific instrument is an important step in evaluating self-efficacy as a precursor to investigating the construct of science identity in the field of astronomy

Technology and Motivation : Can the use of Technology Increase Student Motivation in the Science Classroom?

This thesis project examines education and technology as they intersect in order to increase educators understanding of the use of technology as it bears on motivational factors present in today’s student population. The study explores current research regarding motivation, science education, and the use of technology in the classroom. The researcher taught students to use technology as a tool for their science learning and then used assessment measures to understand whether the use of technology in science education had any effect on their participation and motivation levels in the classroom. As part of the study, technology was utilized to present material in a science classroom to middle school students and they, in turn, used technology for research, investigations, and presentation. The study was conducted in a small urban charter school in Central New York in a seventh grade science class of 24 students. Data was gathered through student assessment using specific tech-based vs. non-tech based student work and teacher observation and journal notes through the course of the study. Study results also measured student participation in class during traditional lessons and during technology-based lessons. Conclusions support the use of technology to engage and motivate students in a science classroom. The study also suggests that general student behaviors were improved in the technology focused classroom space

Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course

The purpose of this study was to use a case study design to examine the impact of a blended learning instructional model on students in an Advanced Placement (AP) Macroeconomics course. Using an instrumental case study design, the researcher investigated blended learning and students’ perceptions of their own interactions with the materials as well as perceptions of overall performance in the course. The study also used grade point averages (GPA), LMS Usage Reports, and AP exam scores to triangulate with the interview data. The key factors influencing the students’ views were discussed, an enhanced model of blended learning was proposed, recommendations for future research were made, and strategies and practices were offered

Developing computer-based assessment as a tool to support enquiry led learning

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Master of Science (MSc) by ResearchThis research explores the possibility of developing Computer-based Assessment (CBA) as a tool to support enquiry-led learning. In this approach learners explore and unpack thoughts and ideas that help them to learn and solve problems. A critical feature of this is feedback and this research focussed on how to design and supply feedback in CBA. Two lines of research were sourced: Computer-assisted Assessment (CM) and Improving Formative Assessment (IFA). Specifically, performance data was collected, analysed and evaluated from the statistical results of 3 CSA tests (approximately 100 undergraduates per test) and from qualitative feedback, the dialogic question and answer responses of (approximately 30 learners x 100 responses) engaged on level 3 activity of the National Qualifications Framework (NQF). The outcome of the research is the development of Kilauea exemplar, a theoretical model of an enquiry led item type applied in a subject specific domain

The Effects of Self-Regulated Learning Training on Teachers’ Self-Regulated Learning, Self-Efficacy for Teaching, and Perceived Instructional Effectiveness in Computer-Supported Collaborative Learning Environments

The effects of training on teachers’ self-regulated learning (SRL), self-efficacy for teaching, and perceived instructional effectiveness in computer-supported collaborative learning (CSCL) environments were investigated. Participants were 80 K-12 teachers who had recently transitioned to teaching in a CSCL environment when schools closed in response to the COVID- 19 pandemic. The researcher also explored how teachers use SRL skills in their learning and instruction. Training consisted of weekly collaborative meetings addressing pedagogy and technology connections. Participants in the treatment group received explicit training in SRL and practice applying concepts to their learning and instruction. Participants in both group conditions engaged in activities fostering reflection, goal setting, planning, monitoring, and motivation for learning and teaching in a CSCL environment. The quantitative results revealed no group differences between teachers’ SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL. However, analyses of follow-up interviews and participants’ weekly reflections throughout the training intervention showed teachers in the treatment group more frequently and with greater specificity described their SRL skills by comparison to the teachers who did not receive explicit SRL training. These findings suggest training in SRL in CSCL environments likely contributes to teachers’ professional knowledge and skills as instructors in CSCL environments. Additionally, the granularity of measures likely impacts detection of SRL, self-efficacy for teaching, and perceived instructional effectiveness in CSCL environments