...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Decision Sciences Journal of Innovative Education >Structuring the Classroom for Performance: Cooperative Learning with Instructor-Assigned Teams
【24h】

Structuring the Classroom for Performance: Cooperative Learning with Instructor-Assigned Teams

机译：构建绩效课堂：与讲师分配的团队进行合作学习

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The main concern is a longstanding one in classroom instruction―the determinants of effective team performance. The paper explicitly examines the effect of teacher-controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make-up and incentives can have a significant impact on student achievement.
机译：主要关注的是课堂教学中长期存在的问题-决定有效团队绩效的因素。本文明确考察了教师控制因素对学生团队使用和功能的影响。从500名本科生的样本中，获得有关能力，多样性，不稳定，动机，个性风格，规模和表现的数据。回归结果表明，由教练部分控制的团队动力和不稳定性在确定团队的绩效中尤其重要。这意味着教师对团队组成和奖励的决定可能会对学生的成绩产生重大影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号