| Task- And Standard-Based Learning: An Instructional Psychology Perspective Contributor(s): Astleitner, Hermann (Editor), Herber, Hans-Jorg (Editor) |
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ISBN: 0820499099 ISBN-13: 9780820499093 Publisher: Peter Lang Publishing OUR PRICE: $39.85 Product Type: Paperback - Other Formats Published: August 2007 |
| Additional Information |
| BISAC Categories: - Education | Adult & Continuing Education - Education | Teaching Methods & Materials - General - Education | Educational Psychology |
| Dewey: 370.152 |
| LCCN: 2007416231 |
| Physical Information: 113 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Tasks and standards play a major role within recent attempts to improve quality in education, like, for example, PISA (Program for International Student Assessment). Within this book, first, the relationship between instructional psychology, educational standards, and task-related learning research is outlined. Then a theoretical model of task attributes, which are relevant for learning, is depicted. Based on certain task attributes (e.g., task complexity and sequencing), two experimental studies are conducted in order to test task effects on learning and motivation. Results showed that effects of tasks varied in respect to task contexts and personality characteristics of the learner. Within an exploration study, using LISREL, a theory of emotional processes was tested in order to find emotional standards for reading. Within a section of application, it is shown how task-related research could be used to design self-regulated learning materials and activities, which support teaching. Finally, standards for educational practices (web-based teacher education) are formulated and discussed. |
