1.Reaching Out to
Students from Title I Schools
Abstract: A university's
literacy festival can promote reading and foster the idea that books make a
difference, especially to undersupported students from Title I schools. A
literacy festival featuring a variety of diverse authors presenting hands-on
workshops showcasing their literary craft can enable students from Title I
schools to engage with the authors and can motivate students from diverse
backgrounds to develop an excitement for reading. It can also motivate teachers
and librarians to use literature that reflects their population to engage
students in reading and can transform teacher candidates' understanding of
students from diverse backgrounds. The authors describe how a university
College of Education's literacy festival was implemented and explore how it
provided an opportunity for children in low-socioeconomic-status communities to
be exposed to books and authors of quality children's literature.
https://eric.ed.gov/?q=motivate&id=EJ12009342.Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Abstract: We introduce the
concept of teachers' intrinsic vs.
extrinsic instructional goals and demonstrate its contribution to teachers'
classroom motivating styles using independent samples across four studies.
Based on self-determination theory,
we hypothesized that the more teachers adopted intrinsic instructional goals
the more they would rely on an autonomy-supportive motivating style, and the
more they adopted extrinsic instructional goals the more they would rely on a
controlling motivating style. Because no measure existed to assess intrinsic
vs. extrinsic instructional goals, we created the new 4-scale, 16-item Teacher
Goals Questionnaire (TGQ) in Study 1, using a pool of 72 candidate items and data from 212
fulltime K-12 teachers. In Study 2, we demonstrated the TGQ's construct and
factorial validity by sampling 149 fulltime K-12 teachers. In Study 3, we
tested our hypothesized model by sampling 147 fulltime K-12 teachers who reported
their instructional goals on the TGQ and their motivating styles on two
separate measures. Structural equation modeling analyses confirmed the
hypothesized model. In Study 4, we replicated the findings from Study 3, using
a multilevel sample (92 secondary teachers, 2749 students), a longitudinal
research design, and student measures of teachers' motivating styles. The
discussion focuses on instructional goals as key antecedents of teachers'
classroom motivating styles.
3.Open Badges: Novel Means to
Motivate, Scaffold and Recognize Learning
Abstract: This
report is centered on the emerging concept and technology of Open Badges (OBs)
that are offering novel means and practices of motivating, scaffolding,
recognizing, and credentialing learning. OBs are closely associated with values
such as openness and learners’ agency, participatory learning and peer-learning
communities. This report points to the distinctive features of OBs and how they
have positioned OBs as suitable candidates for addressing some of the pressing
challenges in the context of lifelong learning, including (but not limited to)
(1) recognition of learning in multiple and diverse environments that go beyond
traditional classrooms; (2) recognition of diverse kinds of skills and
knowledge, including soft and general skills; (3) support for alternative forms
of assessment; (4) the need for transparent and easily verifiable digital
credentials. The report also offers an overview of the major issues and challenges
that might delay or even prevent widespread adoption of this emerging
technology.
4. How To Motivate Students To Study before They Enter the Lab
Abstract: Laboratory exercises constitute an important part of chemical and biochemical courses at the university level. Nevertheless, students frequently are insufficiently prepared for the practical work, which often reduces their work to the level of a technician. A system designed to motivatestudents to study prior to the laboratory exercise was introduced. Initial sessions and preliminary tests were held prior to the exercises. As a consequence students studied more before the exercise than in the previous system. The time burden for students was not considerably increased, since the reports were shortened and written immediately after the exercise. Communication between students and teaching assistants, which was also a weak point of the previous system, improved. Students performed significantly better on the final exam and exhibited a positive attitude towards the changes.
5.Effective motive
profiles and swarm compositions for motivated particle swarm optimisation
applied to task allocation
Abstract: This paper examines the
behaviour of agents with four distinct motive profiles with the aim of
identifying the most effective profiles and swarm compositions to aid task
discovery and allocation in a motivated particle swarm optimisation algorithm.
We first examine the behaviour of agents with affiliation, achievement and
power motive profiles and the impact on behaviour when these profiles are
perturbed. We then examine the behaviour of swarms with different compositions
of agents motivated by affiliation, achievement, power and a new leadership motive
profile. Results show that affiliation-motivated agents tend to perform local
search and allocate themselves to tasks. In contrast, power-motivated agents
tend to explore to find new tasks. These agents perform better in the presence
of achievement-motivated agents, informing the design of the leadership motive
profile, which demonstrates good performance in two task allocation settings
studied in this paper.
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