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Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control.
2 references·9 citing·42 second hop
Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control. (1972)Wait-Time and Rewards as Instructional Va…Internal versus external control of reinforcement: A review. (1966)Internal versus external cont…Generalized expectancies for internal versus external control of reinforcement. (1966)Generalized expectancies for …Finding the Effects of Think-Pair-Share on Student Confidence and Participation (2013)Finding the Effects of Think-…8: A Coaching–Based Framework for Individual Consultations (2011)8: A Coaching–Based Framework…Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools (2007)Revolution, evolution or a Tr…Formative Assessment (2005)Formative AssessmentThe Nature and Value of Formative Assessment for Learning (2003)The Nature and Value of Forma…Feedback in questioning and marking : the science teacher's role in formative assessment (2001)Feedback in questioning and m…Monty Python and the Three Wise Men (1992)Monty Python and the Three Wi…A Theory of School and Classroom Organization (1987)A Theory of School and Classr…The Goal of Critical Thinking: from Educational Ideal to Educational Reality. (1986)The Goal of Critical Thinking…A place called school (1984)Promoting preservice teachers’ critical thinking skills by inquiry-based chemical experiment (2010)Looking in Classrooms (2017)Learning Together and Alone (2021)Review of Annals of Child Development (Vol. 9). (1995)Making cooperative learning work (1999)Social Cognitive Theory (2008)The use of advance organizers in the learning and retention of meaningful verbal material. (1960)Human Characteristics and School Learning (1979)A Model of Effective Instruction (1995)Children's Self-Regulatory Behaviors During Teacher-Directed, Seat-Work, and Small-Group Instructional Contexts (2002)Effects of Top‐Down and Bottom‐Up Elementary School Standards Reform in an Underperforming California District (2005)A Model of School Learning (2014)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)The teacher's soul and the terrors of performativity (2003)An introduction to curriculum research and development (1975)The New Meaning of Educational Change (1991)The New Meaning of Educational Change (2010)A new scale of social desirability independent of psychopathology. (1960)Motivation reconsidered: The concept of competence. (1963)Reliability and validity of internal-external control as a personality dimension. (1967)Four components of the Rotter Internal-External scale: Belief in a difficult world, a just world, a predictable world, and a politically responsive world. (1974)Internal-external control as contributor to and outcome of work experience. (1976)The achievement motive (1953)Motives in fantasy, action, and society (1958)Self-efficacy: Toward a unifying theory of behavioral change. (1977)The theory of planned behavior (1991)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The Theory of the Leisure Class (2009)Assessment in education (1974)ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCE (1988)Teachers developing assessment for learning: mapping teacher change (2005)The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills (2013)Motivational processes affecting learning. (1986)Progress Monitoring in an Inclusive Standards- based Assessment and Accountability System (2004)Genre-based teaching and assessment in secondary English classrooms (2012)A Theory of Social Comparison Processes (1954)Classrooms: Goals, structures, and student motivation. (1992)Forms of assessment and their potential for enhancing learning: conceptual and cultural issues (2008)Validation of Assessment for Learning Questionnaires for teachers and students (2011)Netherlands 2016 (2016)
this work references cited by second hop

References

  • 1966Generalized expectancies for internal versus external control of reinforcement.21,937 cited
  • 1966Internal versus external control of reinforcement: A review.754 cited

Cited by

  • 2005Formative Assessment123 cited
  • 2003The Nature and Value of Formative Assessment for Learning99 cited
  • 1987A Theory of School and Classroom Organization84 cited
  • 2001Feedback in questioning and marking : the science teacher's role in formative assessment75 cited
  • 1986The Goal of Critical Thinking: from Educational Ideal to Educational Reality.70 cited
  • 2007Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools66 cited
  • 2013Finding the Effects of Think-Pair-Share on Student Confidence and Participation49 cited
  • 1992Monty Python and the Three Wise Men8 cited
  • 20118: A Coaching–Based Framework for Individual Consultations4 cited

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