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Papers by Cary Roseth
This study ofpresch ool children used an observational, longitudinal design to examine patterns o... more This study ofpresch ool children used an observational, longitudinal design to examine patterns of growth and change in social behaviors over time, and the degree to which social dominance accounts for variation in such patterns. Specific hypotheses reflected our view that, over time, the function ofsocial behaviors should change in accord with the stability of social dominance relationships, social
TechTrends
Online education is often assumed to be synonymous with asynchronous instruction, existing apart ... more Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course...
ABSTRACT This meta-analysis investigates the degree to which achievement is positively associated... more ABSTRACT This meta-analysis investigates the degree to which achievement is positively associated with motivation within situations characterized by positive, negative, and no interdependence. First, the relative effects of positive, negative, and no interdependence on motivation and achievement were determined. Then the amount of variance in achievement explained by motivation (and vice versa) was calculated. In all, 629 independent studies were included, representing 26 different countries. Results also showed that motivation accounted for 14% of the variance in achievement (and vice versa). When the lowest-quality studies were eliminated, the percentage of achievement explained by motivation increased to 24%. Positive interdependence resulted in greater motivation and achievement than did negative or no interdependence. Implications for theory and application are discussed.
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
This study ofpresch ool children used an observational, longitudinal design to examine patterns o... more This study ofpresch ool children used an observational, longitudinal design to examine patterns of growth and change in social behaviors over time, and the degree to which social dominance accounts for variation in such patterns. Specific hypotheses reflected our view that, over time, the function ofsocial behaviors should change in accord with the stability of social dominance relationships, social
TechTrends
Online education is often assumed to be synonymous with asynchronous instruction, existing apart ... more Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course...
ABSTRACT This meta-analysis investigates the degree to which achievement is positively associated... more ABSTRACT This meta-analysis investigates the degree to which achievement is positively associated with motivation within situations characterized by positive, negative, and no interdependence. First, the relative effects of positive, negative, and no interdependence on motivation and achievement were determined. Then the amount of variance in achievement explained by motivation (and vice versa) was calculated. In all, 629 independent studies were included, representing 26 different countries. Results also showed that motivation accounted for 14% of the variance in achievement (and vice versa). When the lowest-quality studies were eliminated, the percentage of achievement explained by motivation increased to 24%. Positive interdependence resulted in greater motivation and achievement than did negative or no interdependence. Implications for theory and application are discussed.
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008
Developing Students’ Statistical Reasoning, 2008