Search results
Results From The WOW.Com Content Network
The correlations found between many of the strengths demonstrates that each strength is not distinct, which contradicts the claims made by the creators of the VIA-IS. Robert E. McGrath modified the inventory by adding four new scales (Positivity, Future-Mindedness, Receptivity, Intellectual Pursuits) and removing four previous scales of ...
For example, some view wisdom as a stable personality trait, others as a context-bound process. [82] Those wedded to the former approach often use single-shot questionnaires, which are prone to biased [ clarification needed ] responses, [ 13 ] [ 83 ] something that is antithetical to the wisdom construct [ 84 ] and fails to study wisdom in the ...
Glasser suggested that teachers should assist students in envisioning a fulfilling school experience and planning the choices that would enable them to achieve it. [3] For example, Johnny Waits is an 18-year-old high school senior and plans on attending college to become a computer programmer. Glasser suggests that Johnny could be learning as ...
While both mental and physical development is needed for a student's growth, Jeevan Vigyan adds a third pillar – that of emotional intelligence and morality (or values) – to education in schools and colleges. A combination of theory and practice, Jeevan Vigyan draws on the findings of various life sciences as well as nutritional sciences.
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 on what has been learned.
In psychometrics, item response theory (IRT, also known as latent trait theory, strong true score theory, or modern mental test theory) is a paradigm for the design, analysis, and scoring of tests, questionnaires, and similar instruments measuring abilities, attitudes, or other variables.
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
Similarly, psychologist Kris Vasquez pointed out a number of problems with learning styles, including the lack of empirical evidence that learning styles are useful in producing student achievement, but also her more serious concern that the use of learning styles in the classroom could lead students to develop self-limiting implicit theories ...