| 000 | 01570nam a22002417a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241206075025.0 | ||
| 008 | 241206b |||||||| |||| 00| 0 eng d | ||
| 022 | _a0144-3410 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1051 EDU |
| 100 | 1 |
_aYates, Gregory C. R. _eauthor |
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| 245 | 1 | 0 |
_a"How obvious": Personal reflections on the database of educational psychology and effective teaching research. _ccreated by Gregory C. R. Yates |
| 264 | 1 |
_aOxfordshire: _bTaylor and Francis, _c2005. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aAn international journal of experimental educational psychology _vVolume 25, number 6, |
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| 520 | 3 | _aFrom a personal perspective, the author reflects upon the notion that many research findings appear falsely to possess the quality of being "obvious". Specific attention is given to the topic of teacher effectiveness. The feeling that findings are obvious can be related to the following: the false consensus effect, self-serving cognition, hindsight bias, base-rate neglect, illusory correlations, and the fundamental computational bias. The author suggests ways in which teacher effectiveness findings can be used, and notes how one "obvious" notion, that discovery learning produces more meaningful learning than direct instruction, is a fundamental misconception. | |
| 650 |
_aEducational psychology _vTeacher effectiveness _xResearch |
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| 856 | _uhttps://doi.org/10.1080/01443410500345180 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c168608 _d168608 |
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