WorldCat Identities

Driscoll, Marcy Perkins

Overview
Works: 21 works in 83 publications in 3 languages and 1,723 library holdings
Genres: Handbooks and manuals  Abstracts  Examinations, questions, etc 
Roles: Author, Editor
Classifications: LB1028.3, 370.152
Publication Timeline
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Most widely held works by Marcy Perkins Driscoll
Psychology of learning for instruction by Marcy Perkins Driscoll( Book )

30 editions published between 1993 and 2014 in English and Undetermined and held by 869 WorldCat member libraries worldwide

This cognitively-oriented book focuses on learning and instruction. Specific applications and implications of learning theories are discussed and examples are drawn from educational situations and educational problems. Theoretical concepts are illustrated in concrete terms and a wide variety of examples are provided. The text embodies a theme of reflective practice designed to foster critical and reflective thinking when considering any particular approach to learning and instruction. Following an introductory section, the volume is organized into six parts. In the first part, the behaviorist perspective on learning is presented. The cognitive perspective on learning is the subject of part two, which includes chapters on the information processing model of cognition, schema theory, and mental models. Developmental issues related to learning are raised in part three. Part four offers a chapter on learning and biology, in which the sociobiological and physiological bases of learning and memory are explored. Part five focuses on motivation as a mediator of learning and performance. Finally, in part six, learning and instruction are brought together in the contrasting instructional theories of modern day constructivists. The book ends with a chapter entitled "Toward a Personal Theory of Learning." Each section concludes with suggested readings and reflective questions and activities. (Ll)
Essentials of learning for instruction by Robert M Gagné( Book )

6 editions published between 1988 and 1989 in English and held by 323 WorldCat member libraries worldwide

This is a book about human learning, intended to be useful to teachers and prospective teachers. The contents of this book will provide a framework that can serve well in organizing thought and the accumulation of knowledge about teaching. Learning is described in terms of the information processing model of learning and memory. This model posits a number of internal processes that are subject to the influence of external events. The book should find its greatest usefulness in undergraduate courses in educational psychology and as an adjunct to graduate offerings in this subject. It might also be used as a supplementary text in courses in human learning, instructional methods, instructional design, and educational technology as well for the continuing education of teachers
Educational psychology : a learning-centered approach to classroom practice by R. R McCown( Book )

15 editions published between 1995 and 1996 in English and held by 216 WorldCat member libraries worldwide

Udvikling. Diversitet. Læring. Motivation og ledelse af klassen . Effektiv instruktion. Evaluering
Methods of research in sport sciences : quantitative and qualitative approaches by Gershon Tenenbaum( Book )

12 editions published in 2005 in English and held by 77 WorldCat member libraries worldwide

The handbook consists of a solid theoretical and scientific rationale that is presented in a simple language, which both the beginning and advanced students can understand. It also presents a balance between quantitative and qualitative methods of research and analysis, and advocates for problem-focused methodology and mixed design when the questions asked by the researcher or the scientists require doing so. The most distinctive feature of the book is that the contents are presented in a hierarchy in terms of complexity. Therefore, the handbook can be used for teaching simple topics such as asking questions that deserve scientific methods of investigation, and simple statistical techniques, as well as complex multivariate methods of inquiry. The mathematical terms are presented in symbols and graphs only when the concepts were clarified in a simple language and friendly manner. Each of the chapters develops in a clear and sequential order, so that students and researchers accumulate knowledge based on concept mapping rather than memorization. The didactics of the book enable the learner to carry over the learning contents to other courses and apply them to other domains of interest
Handbook of research for educational communications and technology : a project of the Association for Educational Communications and Technology by Marcy Perkins Driscoll( Book )

2 editions published between 2001 and 2004 in English and held by 10 WorldCat member libraries worldwide

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to
Xue xi xin li xue : mian xiang jiao xue de qu xiang by Marcy Perkins Driscoll( Book )

2 editions published between 2008 and 2012 in Chinese and Turkish and held by 6 WorldCat member libraries worldwide

Ben shu fen wei xue xi yu xing wei,Xue xi yu ren zhi,Xue xi yu fa zhan,Xue xi yu sheng wu xue,Xue xi yu dong ji,Xue xi yu jiao xue ji da ban kuai
Facilitator and student roles and performance in a high school distance education course by Elizabeth Kirby( Book )

1 edition published in 1997 in English and held by 3 WorldCat member libraries worldwide

This study focused on the roles facilitators and students play in high school distance education classes, how these roles affect student performance, and other factors (such as school organization) which affect facilitator and student performance. Three classrooms from three different high schools, each taking the same nationally-offered distance education physics course during the 1994-95 school year, participated. The course was delivered live, twice a day, via satellite, with telephones and a computer keypad system connecting the students with the remote teacher. The research methodology included classroom observation, interviews with classroom facilitators and students, and review and analysis of student work, extant documents, and resources used in the course. Results supported the position of theorists who contend that distance education does not constitute a distinct educational process. The same factors that affect student learning in a traditional classroom (learner skills, knowledge, beliefs, and attitudes, and course and lesson design) also affect student learning in a distance education class. The study also suggests that responsibility for the quality and outcome of distance education courses is shared among all components of the distance education system. Specifically, the course provider, instructor, and designers are responsible for providing effective, efficient instruction that maximizes student achievement. The responsibilities of the local school include ensuring that students possess pre-requisite entry skills and supporting utilization of the course as designed. In addition to course design and school factors, facilitator roles and performance requirements are defined by the needs of the students themselves. (Contains 36 references.) (Aef)
Instructor's resource manual for Educational psychology : a learning-centered approach to classroom practice( Book )

1 edition published in 1996 in English and held by 3 WorldCat member libraries worldwide

Cultural competency in evaluation : a black perspective by Tamara Bertrand Jones( )

1 edition published in 2006 in English and held by 2 WorldCat member libraries worldwide

Error and Feedback the Relationship between Content Analysis and Confidence of Response by John V Dempsey( Book )

1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide

This study examined the relationship between discrimination error (determined by content analysis and tryout data) and confidence of response (determined by self report). Subjects were 63 undergraduate students enrolled in a biology class for nonmajors who received classroom expository information and read a text on the topic before they completed a computer-based instructional module. Before subjects received any feedback on their responses to the module, they were queried about their confidence of response. Feedback was provided only to incorrect responses. The results indicated that students spent more feedback study time (i.e., elapsed time from when response-contingent feedback was first presented on the display screen until the learner pressed the appropriate key to view the next item) and required more question-based examples in studying content involving rules than concepts. As expected, students spend much more time studying feedback after fine discrimination errors than gross errors. Surprisingly, confidence of response was inversely correlated with feedback study time, as well as fine discrimination error and gross error. The negative relationship between fine discrimination errors and confidence of response could be explained by inconsistencies with the learners' self reports of their confidence of response and the relationship between high confidence errors and effort. (Contains 21 references.) (KRN)
Qualitative Research Methods Workshops an Introduction, Definitions. Readings on Qualitative Research: An Annotated Bibliography by Rhonda S Robinson( Book )

1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide

The training of researchers in the educational technology field has continued in the traditional vein of the experimental paradigm. This document describes a workshop presented to balance that training and to prepare students to undertake research in a non-traditional way. The workshop aimed to acquaint students with non-causal naturalistic inquiry and its conduct. Workshop topics included background information; types of qualitative research (case study, ethnography, grounded theory/phenomenology, narrative inquiry, and semiotics and other approaches); topics for educational technology research; data gathering techniques (interview, observation, participant-observation, and literature review); and problems and concerns (analysis, reporting, validity, and reliability). A sheet of definitions in qualitative research is included, as is an annotated bibliography by Phyllis Baker of nine sources. (Contains 45 references.) (SLD)
The effects of four methods of immediate corrective feedback on retention, discrimination error, and feedback study time in computer-based instruction by John V Dempsey( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

The effects of four methods of immediate corrective feedback delivered by computer within a question-based concept and rule learning setting were investigated in this study. A second purpose of the study was to probe the complex relationship between types of corrective feedback and the types of errors made by learners. One hundred and fifty-three students enrolled in an undergraduate biology class for nonmajors were randomly assigned to one of four immediate corrective feedback conditions commonly used in computer-based instructional situations. The types of errors made by learners during instruction were analyzed and compared across groups. Dependent variables were achievement on a retention test, feedback study time, on-task achievement, and feedback efficiency. An adaptive design template, the rational set generator, was applied in the design and delivery of instruction. Results indicated the group which received simple knowledge-of-correct-results feedback used significantly less feedback study time and was more efficient than any other condition. Consistent with prior studies, the adaptive design strategy overcame differences in retention which may have been observed with an instructional strategy using a fixed number of interrogatory instances. Learners who made fewer fine discrimination errors during instruction, however, scored higher on a retention test. As expected, a significantly higher number of fine discrimination errors were made on the retention test. An important finding of this study is that almost twice as much feedback study time was consumed for fine discrimination errors across all conditions. Results of data analyses are presented in 10 tables. (37 references) (Author/GL)
Psychology of learning for instruction by Marcy Perkins Driscoll( Recording )

1 edition published in 2005 in English and held by 1 WorldCat member library worldwide

[This text] focuses on the applications and implications of learning theories. Using ... examples ranging from primary school instruction to corporate training, this text [gives] students the opportunity to explore individual theories as viewed by the experts. Students are encouraged to apply "reflective practice," which is designed to foster a critical and reflective mode of thinking and orientation to application when considering any particular approach to learning and instruction.-Back cover
How does the textbook contribute to learning in a Middle school science class? by Marcy Perkins Driscoll( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

On the Social Construction of an Experienced Teacher by Mahnaz Moallem( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

This study was designed to explore an experienced teacher's thinking and teaching within the social and cultural environment of the classroom. It investigated the thinking, planning, subsequent action and reflection processes and relationships in a real situation of learning. A naturalistic approach was used to investigate the socio-cultural context and events that occurred in the life of the classroom. The participant was a secondary school teacher who teaches language arts in grades 6-12 at a school in a southeastern city. Data were collected through participant observation, extended ethnographic interviews, pre- and post-observation interviews, document analysis, and stimulated recall. The data were analyzed in the constant comparative style. Results demonstrated that: (1) the teacher's teaching was more social than originally anticipated; (2) his experiences as a learner and as a teacher influenced the way he taught, and the way he thought about himself as a teacher; (3) pre-planning and interactive thinking were based on his interpretations and judgments of previous experiences; and (4) the social context of teaching was the basic source of reflective teaching. (Contains 37 references.) (Author/LL)
Student perceptions of problems' structuredness, complexity, situatedness, and information richenss [sic] and their effects on problem-solvingp erformance by Youngmin Lee( )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

How People Learn (And What Technology Might Have to Do with It). Eric Digest by Marcy Perkins Driscoll( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

This digest contains four sections that discuss the following broad principles that offer a framework to teachers for thinking about how technology can support their instruction: (1) learning occurs in context, including ways that technology can facilitate learning by providing real world contexts that engage learners in solving complex problems, and computer simulations and computer-based microworlds that offer contexts for learners to explore and understand complex phenomena in a variety of subject areas; (2) learning is active, including the use of brainstorming, concept mapping, or visualization software, as well as simulations that enable learners to experiment with modeling complex ideas; (3) learning is social, including software that supports a networked, multimedia environment in which students collaborate on learning activities; and (4) learning is reflective, including technologies that promote communication within and outside the classroom, making it easier for feedback, reflection, and revision to occur. (Contains 15 references.) (Mes)
Handbook of research on educational communications and technology by J. Michael Spector( Book )

2 editions published between 2007 and 2008 in English and held by 1 WorldCat member library worldwide

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition: more comprehensive - topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions; restructured chapters - this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies; and more international - more than 20 per cent of the contributing authors and one of the volume editors are non-American. Theoretical Focus - Part 1 provides expanded, cross-disciplinary theoretical coverage. Methodological Focus - an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus - another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and design-based research methods. This "Handbook" is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them
Psychology of Learning for Instruction : Pearson New International Edition by Marcy Perkins Driscoll( )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

How people learn (and what technology might have to do with it) by Marcy Perkins Driscoll( )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

 
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Essentials of learning for instruction
Alternative Names
Driscoll, Marcy P.

Perkins Driscoll, Marcy

드리스콜, 마시 P

Languages
Covers
Essentials of learning for instructionEducational psychology : a learning-centered approach to classroom practiceMethods of research in sport sciences : quantitative and qualitative approachesHandbook of research for educational communications and technology : a project of the Association for Educational Communications and TechnologyHandbook of research on educational communications and technology