An Empirically Based Instructional Design Theory for Teaching Concepts

Tennyson, Robert D.; Cocchiarella, Martin J.

doi:10.3102/00346543056001040

Cited by 150 publications

(38 citation statements)

References 71 publications

(77 reference statements)

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“…Critically, 'theories are constrained by their specific critical bounding assumptions' (p. 498). Tennyson and Cocchiarella (1986) suggest that while definitions can help us understand a concept, it is the boundaries that help us understand the limits of that concept, i.e. what the concept is not.…”

Section: Why Construct Clarity Mattersmentioning

confidence: 99%

Theorizing the meaning(s) of ‘expatriate’: establishing boundary conditions for business expatriates

McNulty

Brewster

2016

The International Journal of Human Resource Management

206

194

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a school of human Development and social services, sIm university, singapore; b henley Business school, university of reading, henley-on-Thames, uK; c faculty of management, Vaasa university, ABSTRACT This paper examines the concept of expatriates, arguing that sloppy use of the term in the past has led to problems of inconsistent research, incompatible findings and a lack of clarity in the field. The increasing interest over the last dozen years or so in other forms of international experience, often equally poorly conceptualized, has compounded the problem. We argue for the need for greater construct clarity in studies of expatriates and, by extension, of other forms of international experience. Specifically, we attempt to clarify to whom does the term 'expatriate' , and specifically 'business expatriate' , apply and the boundary conditions under which expatriate employment is enacted.

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Section: Why Construct Clarity Mattersmentioning

confidence: 99%

Theorizing the meaning(s) of ‘expatriate’: establishing boundary conditions for business expatriates

McNulty

Brewster

2016

The International Journal of Human Resource Management

206

194

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“…This study uses a classroom action research type. According to [7] classroom action research is a research activity by looking at a given action learning activity, deliberately raised in a class, aimed at solving problems or improving the quality of learning in that class, Fig. 1.…”

Section: Methodsmentioning

confidence: 99%

Enhancement and Results of Social Science Lessons on Social Issues Through Example Non Example Models in Students IV SDN 006 Samarinda

Warsinah¹,

Sunarno²

2018

Proceedings of the 2017 International Conference on Education and Technology (2017 ICEduTech)

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This study aims to improve the social science learning outcomes on social issues from sufficiently increased to high through example non example models. This research was conducted by conducting class action research with cycles i.e. Pre-Cycle, Cycle I and Cycle II. The result in the Pre-cycle of 55% unfinished students is sufficient, 45% complete, enough and the average class 67. In the first cycle students who have not completed 40%, complete 60%, average 70. In cycle II 10% unfinished students, 90% complete students and an average grade of 81.75. PTK with example non example is declared successful because in cycle II the results obtained above the established provisions of the students who completed to reach 81 that is 90% while the average 81.75. This increase is achieved by intensifying learning by example non example by emphasizing the narrative step of presenting the image. The smaller group of things discussed is given special attention, the teacher guides the discussion, and the teacher is in class and in concluding always with the students.

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“…In another example, Tennyson's instructional theory makes a direct trace of each of eight instructional variables through the knowledge base to specific learning processes (Tennyson & Cocchiarella, 1986).…”

Section: Overview Of Chanqesmentioning

confidence: 99%

“…The basic instructional method in this strategy is the presentation of interrogatory (question) problems that have not been previously encountered (see Tennyson & Cocchiarella, 1986, for a complete review of variables in this category).…”

Section: Figurementioning

confidence: 99%

Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2

Kintsch¹,

Tennyson²,

Gagné³

et al. 1991

Self Cite

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1 Form Approved REPO T DO UMETATIN PA E 0MB No. 0704-0188 '..croporfl~n birien for th.9 corsict or of information is isrlnaled to I .age I hoL., frt response, including thre trime for reviewing instructionrs. searchirng exiing oala Sr.. ;a~e I ng an, mraintaning the data needed, and comp""rr and Ievewngf c tedon of I iformation. Send comfments regarding this burden estimate or airy Diner aspc -.a'ecuon of nftofmal on, ncn.,anq sraqgst ols fu, Td'acng taiZ bcden, to Washtingfon Headquarters services, Direcforate for Information Operations and Reports. 1215 2ee'-) a.s Highway. S-.e 1204 Aringor, MA2202-4302, and torthe Office of Management and Budger, Paperwork Reduactionr Project 10704-0188), Washington, DC 20bo03 6. AUTHOR(S)

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An Empirically Based Instructional Design Theory for Teaching Concepts

Cited by 150 publications

References 71 publications

Theorizing the meaning(s) of ‘expatriate’: establishing boundary conditions for business expatriates

Theorizing the meaning(s) of ‘expatriate’: establishing boundary conditions for business expatriates

Enhancement and Results of Social Science Lessons on Social Issues Through Example Non Example Models in Students IV SDN 006 Samarinda

Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2

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