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Valuing: The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Organizing: The student can put together different values, information, and ideas and accommodate them within their own schema. The student is comparing, relating, and elaborating ...
When administering the Schwartz Value Survey in a coaching setting, respondents are coached to distinguish between a "must-have" value and a "meaningful" value. A "must-have" value is a value you have acted on or thought about in the previous 24 hours (this value item would receive a score of 6 or 7 on the Schwartz scale).
There is a growing body of research support for Merrill's First Principles of Instruction. In one study, researchers surveyed 140 students at 89 different higher education institutions and discovered that students were 9 times more likely to report that they had mastered learning the course objectives when First Principles of Instruction were used and when they spent ample time and effort ...
Expectancy–value theory has been developed in many different fields including education, health, communications, marketing and economics. Although the model differs in its meaning and implications for each field, the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.
The practical significance of Scheler's Stratification of Emotional Life is obvious in several respects and points of view. First, Scheler seems to be making a case in favor of what we might refer to today as Emotional Intelligence, as a portal to more ethical behavior and optimum personal development, similar to the ancient Greek concern for promoting virtuous character. [3]
Theorists like John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed the move to student-centered learning.Dewey was an advocate for progressive education, and he believed that learning is a social and experiential process by making learning an active process as children learn by doing.
He first focused his research on the 40 largest countries, and then extended it to 50 countries and 3 regions, "at that time probably the largest matched-sample cross-national database available anywhere." [4] The theory was one of the first quantifiable theories that could be used to explain observed differences between cultures. [citation needed]
It encourages students to define their own values and to understand others' values." [28] Cognitive moral education builds on the belief that students should learn to value things like democracy and justice as their moral reasoning develops. [28] Values relate to the norms of a culture, but they are more global and intellectual than norms.