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Robert Frank Mager [meɪgɜ:] (June 10, 1923 – May 23, 2020) was an American psychologist and author. Concerned with understanding and improving human performance, he is known for developing a framework for preparing learning objectives, and criterion referenced instruction (CRI), as well as addressing areas of goal orientation, student evaluation, student motivation, classroom environment ...
Initially, the 3C-model was published as the "compensatory model of work motivation and volition". [1] The original title referred to one of the central assumptions of the model, namely that volition compensates for insufficient motivation. Because of the potential confusion with "worker compensation", however, the name was changed to "3C-model."
A curriculum framework is part of an outcome-based education or standards based education reform design. The framework is the second step, defining clear, high standards which will be achieved by all students. The curriculum is then aligned to the standards, and students are assessed against the standards.
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
Das–Naglieri cognitive assessment system; Death and adjustment hypotheses; Delay reduction hypothesis; Dialogic learning; Dialogical self; Diathesis–stress model; Differential K theory; Differential outcomes effect; Dimensional models of personality disorders; Divided consciousness; Double empathy problem; Dual process theory; Dual process ...
The framework models different types of constraints, building a model of how work could proceed within a given work system.The focus on constraints separates the technique from other approaches to analysis that aim to describe how work is actually conducted, or prescribe how it should be conducted.
A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. [1] This allows for the ability to develop, assess and improve quality education in a number of contexts.
Traditionally, civic education has emphasized the facts of government processes detached from participatory experience. [10] In an effort to combat the existing approach, the National Council for the Social Studies developed the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.