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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Task- and Standard-based Learning: An Instructional Psychology Perspective

Task- and Standard-based Learning: An Instructional Psychology Perspective

Herber, Hans-Jörg
Astleitner, Hermann

Paperback

General EducationTeaching Instruction

ISBN10: 3631551355
ISBN13: 9783631551356
Publisher: Peter Lang
Published: Oct 25 2006
Pages: 116
Weight: 0.34
Height: 0.25 Width: 5.83 Depth: 8.27
Language: English
Tasks and standards play a major role within recent attempts to improve quality in education, like, for example, PISA (Program for International Student Assessment). Within this book, first, the relationship between instructional psychology, educational standards, and task-related learning research is outlined. Then a theoretical model of task attributes, which are relevant for learning, is depicted. Based on certain task attributes (e.g., task complexity and sequencing), two experimental studies are conducted in order to test task effects on learning and motivation. Results showed that effects of tasks varied in respect to task contexts and personality characteristics of the learner. Within an exploration study, using LISREL, a theory of emotional processes was tested in order to find emotional standards for reading. Within a section of application, it is shown how task-related research could be used to design self-regulated learning materials and activities, which support teaching. Finally, standards for educational practices (web-based teacher education) are formulated and discussed.

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