Folder: Personal
Personalization References
Page Contents
References
References
Anand, P. G., & Ross, S. M. (1987). Using computer-assisted instruction to personalize arithmetic materials for elementary school children, Journal of Educational Psychology, 79(1), 72-78.
Anderson, R. C. Spiro, R. J. & Anderson, M. C. (1978). Schemata as Scaffolding for the Representation of Information in Connected Discourse, American Educational Research Journal, 15(3), 433-440.
Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations, Journal of Educational Psychology, 76, 408-417.
Bandura, A. (1971). Psychological modeling: conflicting theories. Chicago: Aldine Atherton.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency, American Psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28(2), 117-148.
Bandura, A. Adams, N. E. & Beyer, J. (1977). Cognitive processes mediating behavioral change, Journal of Personality and Social Psychology, 35, 125-139.
Beagles-Roos, J. & Gat, I. (1983). Specific impact of radio and television on children's story comprehension, Journal of Educational Psychology, 75(1), 128-137.
Betz, N. E. & Hackett, G. (1981). The Relationship of career-related self-efficacy expectations to perceived career options in college women and men, Journal of Vocational Behavior, 28(5), 399-410.
BouffardÐBouchard, T. (1989). Influence of selfÐefficacy on performance in a cognitive task, Journal of Social Psychology, 130(3), 353Ð363.
Bright, G. W. (1978). Assessing the development of computation skills, in M. N. Suydam and R. E. Reys (Eds.), Developing Computation Skills, (pp. 148-162). Reston, VA: National Council of Teachers of Mathematics.
Brown, A. Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18(1), 32-42.
Brown, I. J. & Inouye, D. K. (1978). Learned helplessness through modeling: The role of perceived similarity in competence, Journal of Personality and Social Psychology, 36, 900-908.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Carraher, T. N. Carraher, D. W. & Schliemann, A. D. (1985). Mathematics in the streets and in schools, British Journal of Developmental Psychology, 3, 21-29.
Carraher, T. N. Carraher, D. W. & Schliemann, A. D. (1987). Written and oral mathematics, Journal for Research in Mathematics Education, 18(2), 83-97.
Coburn, T. (1989). The role of computation in the changing mathematics curriculum, in P. R. Trafton & A. P. Shulte (Eds.), New Directions for Elementary School Mathematics, (pp. 43-56), Reston, VA: National Council of Teachers of Mathematics.
Collins, A. Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in honor of Robert Glaser, (pp. 453-494). Hillsdale, NJ: Erlbaum.
Cordova, D. I. (1993). The effects of personalization and choice on students' intrinsic motivation and learning. Unpublished Doctoral Dissertation, Stanford University (0212).
Davis-Dorsey, J. Ross, S. M. & Morrison, G. R. (1991). The Role of Rewording and Context Personalization in the Solving of Mathematical Word Problems, Journal of Educational Psychology, 83(1), 61-68.
Davis-Dorsey, J. K. (1989). The role of context personalization and problem rewording in the solving of math word problems. Unpublished Doctoral Dissertation, Memphis State University.
Delcourt, M. A. B. & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy, Journal of Research and Development in Education, 27(1), 35-41.
Dwyer, H. & Igoe, A. (1992). Effects of Levels of Personalization on Reading Comprehension (Report ED 347 985): Association for Educational Communications and Technology.
Ertmer, p. A. Evenbeck, E. Cennamo, K. S. & Lehman, J. D. (1994). Enhancing self-efficacy for computer technologies through the use of positive classroom experiences, ETR&D, 42(3), 45-62.
Fennema, E. & Sherman, J. A. (1978). SexÐrelated differences in mathematics achievement and related factors: A further study, Journal for Research in Mathematics Education, 9, 189-203.
Ferrari, J. R. & Parker, J. T. (1992). High School Achievement, Self-Efficacy, and Locus of Control as Predictors of Freshman Academic Performance, Psychological Reports, 71, 515-518.
Ferguson, W., Bareiss, R., Birnbaum, L., & Osgood, R. (1992). ASK systems: An approach to the realization of story-based teachers, The Journal of the Learning Sciences, 2(1), 95-134.
Gagne, E. D., Bell, M. S., Yarborough, D. B., Weidemann, C. (1985). Does familiarity have an effect on recall independent of its effect on original learner? Journal of Educational Research, 79(1), 41-45.
Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60(4), 517-529.
Hackett, G. (1985). Role of Mathematics Self-Efficacy in the Choice of Math-Related Majors of College Women and Men: A Path Analysis, Journal of Counseling Psychology, 32(1), 47-56.
Hackett, G. & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance calibration, Journal for Research in Mathematics Education, 20, 261-273.
Hackett, G. Betz, N. E. O'Halloran, M. S. & Romac, D. S. (1990). Effects of Verbal and Mathematics Task Performance on Task and Career Self-Efficacy and Interest, Journal of Counseling Psychology, 37, 2, 169-77.
Hart, L. E. & Walker, J. (1993). The role of affect in teaching and learning mathematics, in D. Owens (Ed.), Research Ideas for the Classroom: Middle Grades Mathematics, (22-38). New York: Macmillan.
Herndon, J. N. (1988). Achievement and continuing motivation under differing levels of personalized instruction. Unpublished Doctoral Dissertation, Arizona State University.
Howe, L. W. & Howe, M. M. (1975). Personalizing Education: Values Clarification and Beyond. New York: Hart Publishing Co.
Irons, R. R. & Irons, C. J. (1989). Language experiences: A base for problem solving, in P. R. Trafton & A. P. Shulte (Eds.), New Directions for Elementary School Mathematics, (pp. 85-98), Reston, VA: National Council of Teachers of Mathematics.
Jensen, R. J. & Williams, B. S. (1993). Technology: Implications for Middle Grades Mathematics, in D. Owens (Ed.), Research Ideas for the Classroom: Middle Grades Mathematics, (225-243). New York: Macmillan.
Keller, J. M. & Sherman, J. G. (1974). The Keller Plan Handbook. Menlo Park, CA: W. A. Benjamin Co.
Keppel, G. & Zedeck, S. (1989). Data Analysis for Research Designs. New York: W. H. Freeman and Company.
Kintsch, W. & Greene, E. (1978). The role of culture-specific schemata in the comprehension and recall of stories, Discourse Processes, 1, 1-13.
Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: learner control, self-regulation, and continuing motivation, Educational Technology Research and Development, 38(1), 1-21.
Lave, J. (1985). Introduction: Situationally Specific Practice. Anthropology and Education Quarterly, 16(3), 171-176.
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset, Educational Technology Research & Development, 41, 4-16.
Lent, R. W. Brown, S. D. & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options, Journal of Counseling Psychology, 33(3), 265-269.
Lent, R. W. Brown, S. D. & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence, Journal of Counseling Psychology, 31(3), 356-362.
Lent, R. W. Brown, S. D. & Larkin, K. C. (1993). Predicting Mathematics-Related Choice and Success Behaviors: Test of an Expanded Social Cognitive Model, Journal of Vocational Behavior, 42(2), 223-36.
Lent, R. W. Lopez, F. G. & Bieschke, K. J. (1991). Mathematics Self-Efficacy: Sources and Relation to Science-Based Career Choice, Journal of Counseling Psychology, 38(4), 424-430.
Littlefield, J. & Rieser, J. J. (1993). Semantic features of similarity and children's strategies for identifying relevant information in mathematical story problems, Cognition and Instruction, 11(2), 133-188.
Lopez, C. L. (1989). Levels of personalization and the achievement and attitudes of Hispanic students. Unpublished Doctoral Dissertation, Arizona State University.
Lopez, C. L. & Sullivan, H. J. (1992). Effect of Personalization of Instructional Context on the Achievement and Attitudes of Hispanic Students. Educational Technology Research and Development, 40(4), 5-13.
Lucas, J. (1991). Becoming a mental math wizard. White Hall, VA: Shoe Tree Press.
Mamchak, p. S. & Mamchak, S. R. (1976). Personalized Behavioral Modification: Practical Techniques for Elementary Educators. West Nyack, NY: Parker Publishing Company, Inc.
Mandler, J. M. (1978). A code in the node: The use of a story schema in retrieval, Discourse Processes, 1, 14-35.
Marsh, H. W. Walker, R. & Debus, R. (1991). Subject-specific components of academic self-concept and self-efficacy, Contemporary Educational Psychologist, 16, 331-345.
Martinez, J. P. (1995). StoryTeller (Version 1.0) [Computer Software]. Boulder, CO: Author.
Matsui, T. Ikeda, H. & Ohnishi, R. (1989). Relations of sex-typed socializations to career self-efficacy expectations of college students, Journal of Vocational Behavior, 35, 1-16.
Matsui, T. Matsui, K. & Ohnishi, R. (1990). Mechanisms Underlying Math Self-Efficacy Learning of College Students, Journal of Vocational Behavior, 37(2), 225-238.
Meadowcroft, J. M. & Reeves, B. (1989). Influence of story schema development on children's attention to television, Communication Research, 16(3), 352-374.
Meece, J. L. Parsons, J. E. Kaczala, C. M. Goff, S. B. & Futterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice, Psychological Bulletin, 91, 324-348.
Miller, D. C. & Kulhavy, R. W. (1991). Personalizing sentences and text, Contemporary Educational Psychologist, 16, 287-292.
Multon, K. D. Brown, S. D. & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation, Journal of Counseling Psychology, 38(1), 30-38.
Murphy, C. Coover, D. & Owen, S. (1989). Development and validation of the computer self-efficacy scale, Educational and Psychological Measurement, 49, 893-899.
Murphy, L. O. & Ross, S. M. (1990). Protagonist Gender as a Design Variable in Adapting Mathematics Story Problems to Learner Interests, Educational Technology, Research and Development, 38, 3, 27-37.
National Association of Educational Progress. (1983). The third national mathematics assessment: Results, trends, and issues (13-MA-01): Denver, CO: Educational Commission of the States.
Nesher, P. (1989). Microworlds in mathematical education: A pedagogical realism, in L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, (pp. 187-216). Hillsdale, NJ: Erlbaum.
Norwich, B. (1987). Self-efficacy and mathematics achievement: A study of their relation, Journal of Educational Psychology, 79, 384-387.
Pajares, F. & Johnson, M. J. (1994). Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expectancy, and Apprehension, Research in the teaching of English. OCT 01 1994 v 28 n 3, 28(3), 313-331.
Pajares, F. & Johnson, M. J. (1995). The role of self-efficacy beliefs in the writing performance of entering high school students: A path analysis. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco, CA.
Pajares, F. & Kranzler, J. (1995). Role of self-efficacy and general mental ability in mathematical problem-solving: A path analysis. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco, CA.
Pajares, F. & Miller, M. D. (1994a). Confidence and competence in mathematics: The role of self-efficacy, self-concept, and general mental ability, Research Bulletin, 26(1 & 2), 8-32.
Pajares, F. & Miller, M. D. (1994b). Mathematics self-efficacy and mathematical problem-solving: Implications of using varying forms of assessment, Research Bulletin, 26(1 & 2), 33-56.
Pajares, F. & Miller, M. D. (1994c). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis, Journal of Educational Psychology, 86(2), 193-203.
Pajares, F. & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performance: The need for specificity of assessment, Journal of Counseling Psychology, 42(2), 1-9.
Paris, S. G. & Byrnes, J. p. (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: theory, research, and practice, (pp. 169-199). New York: Springer-Verlag.
Park, I. & Hannafin, M. J. (1993). Empirically-based guidelines for the design of multimedia, Educational Technology Research & Development, 41(3), 63-85.
Pintrich, p. R. Cross, D. R. Kozma, R. B. & McKeachie, W. J. (1986). Instructional psychology, Annual Review of Psychology, 37, 611-651.
Pintrich, p. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance, Journal of Educational Psychology, 82(1), 33-40.
Randhawa, B. S. Beamer, J. E. & Lundberg, I. (1993). Role of Mathematics Self-Efficacy in the Structural Model of Mathematics Achievement, Journal of Educational Psychology, 85(1), 41-48.
Rathmell, E. C. & Huinker, D. M. (1989). Using "part-whole" language to help children represent and solve word problems, in P. R. Trafton & A. P. Shulte (Eds.), New Directions for Elementary School Mathematics, (pp. 99-110), Reston, VA: National Council of Teachers of Mathematics.
Resnick, L. B. (1987). Learning in school and out, Educational Researcher, 16, 13-20.
Reys, B. J. (1985). Mental Computation, Arithmetic Teacher, 32(6), 43-46.
Reys, B. J. & Barger, R. H. (1994). Mental Computation: Issues from the United States. In R. E. Reys & N. Nohda (Eds.), Computational Alternatives for the Twenty-first Century: Cross Cultural Perspectives from Japan and the United States, (pp. 31-47). Reston, VA: The National Council of Teachers of Mathematics.
Reys, R. E. & Nohda, N. (1994). Computation and the need for change. In R. E. Reys & N. Nohda (Eds.), Computational Alternatives for the Twenty-first Century: Cross Cultural Perspectives from Japan and the United States, (pp. 1-11). Reston, VA: The National Council of Teachers of Mathematics.
Reys, B. J., & Reys, R. E. (1993). Mental Computation Performance and Strategy Use of Japanese Students in Grades 2, 4, 6, and 8 (EDRS: ED 365 532): University of Missouri.
Reys, B., Reys, R. E., & Hope, J. A. (1993). Mental computation: A snapshot of second, fifth and seventh grade student performance, Journal for Research in Mathematics Education, 93(6), 306-315.
Richards, J. J. (1991). Commentary. In B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students: Views from research and practice, (pp. 102-111). San Francisco: Jossey-Bass Publishers.
Rosaldo, R. (1989). Culture and Truth: The Remaking of Social Analysis. Boston: Beacon Press.
Rosekrans, M. A. (1967). Imitation in children as a function of perceived similarity to a social model and vicarious reinforcement, Journal of Personality and Social Psychology, 7, 307-315.
Ross, S. M. (1983). Increasing the meaningfulness of quantitative material by adapting context to student background, Journal of Educational Psychology, 75(4), 519-529.
Ross, S. M. & Anand, p. G. (1987). A computer-based strategy for personalizing verbal problems in teaching mathematics, Educational Communications and Technology Journal, 35(3), 151-162.
Ross, S. M. D. M. Krisak, N. & Anand, p. (1985). Personalizing context in teaching mathematical concepts: Teacher-managed and computer-managed models, Educational Communications and Technology Journal, 33, 169-178.
Ross, S. M. McCormick, D. & Krisak, N. (1985). Adapting the thematic context of mathematical problems to students interests: Individual versus group-based strategies, Journal of Educational Research, 79(1), 245-252.
Sainsbury, M. (1992). Meaning, Communication and Understanding in the Classroom. Brookfield, VT: Avebury.
Salomon, G. (1983). The differential investment of mental effort in learning from different sources, Educational Psychologist, 18(1), 42-50.
Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions, Journal of Educational Psychology, 76(4), 647-658.
Schunk, D. (1991). Self-efficacy and academic motivation, Educational Psychologist, 26(3/4), 207-231.
Schunk, D. H. & Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information, Journal of Reading Behavior, 19(3), 285-302.
Schunk, D. H. (1983). Developing children's self-efficacy and skills: The roles of social comparative information and goal setting, Contemporary Educational Psychology, 8, 76-86.
Schunk, D. H. (1987). Peer models and children's behavioral change, Review of Educational Research, 57(2), 149-174.
Schunk, D. H. (1989a). Self-efficacy and achievement behaviors, Educational Psychology Review, 1, 173-208.
Schunk, D. H. (1989b). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, Research, and Practice, (pp. 83-110). New York: Springer-Verlag.
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance, (pp. 75-100). Hillsdale, NJ: Lawrence Erlbaum Associates.
Schunk, D. H. & Gunn, T. p. (1985). Modeled importance of task strategies and academic beliefs: Effects on self-efficacy and skill development, Journal of Early Adolescence, 5(2), 247-258.
Schunk, D. H. & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement, Journal of Educational Psychology, 77(3), 313-322.
Schunk, D. H. & Hanson, A. R. (1989). Self-modeling and children's cognitive skill learning, Journal of Educational Psychology, 81(2), 155-163.
Schunk, D. H. Hanson, A. R. & Cox, p. D. (1987). Peer-Model Attributes and Children's Achievement Behaviors, Journal of Educational Psychology, 79(1), 54-61.
Sherman, J. & Fennema, E. (1977). The study of mathematics by high school girls and boys: Related variables, American Educational Research Journal, 14, 159-168.
Shumway, R. J. (1994). Some common directions for future research related to computational alternatives. In R. E. Reys & N. Nohda (Eds.), Computational Alternatives for the Twenty-first Century: Cross Cultural Perspectives from Japan and the United States, (pp. 187-195). Reston, VA: The National Council of Teachers of Mathematics.
Silver, E. A. (1994). Treating estimation and mental computation as situated mathematical processes. In R. E. Reys & N. Nohda (Eds.), Computational Alternatives for the Twenty-first Century: Cross Cultural Perspectives from Japan and the United States, (pp. 147-160). Reston, VA: The National Council of Teachers of Mathematics.
Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf.
Sowder, J. T. & Kelin, J. (1993). Number sense and related topics, in D. Owens (Ed.), Research Ideas for the Classroom: Middle Grades Mathematics, (41-57). New York: Macmillan.
Spiro, R. J. & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for nonlinear and multidimensional traversal of complex subject matte. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology, (pp. 163-205). Hillsdale NJ: Erlbaum.
Thelen, M. H. Fry, R. A. Fehrenbach, p. A. & Frautschi, N. M. (1979). Therapeutic videotape and film modeling: A review, Psychological Bulletin, 86(4), 701-720.
Weisz, J. R. & Cameron, A. M. (1985). Individual differences in the student's sense of control. In C. Ames & R. Ames (Eds.), Research on motivation in Education: The classroom milieu, (Vol. 2, pp. 93-137). New York: Academic Press, Inc.
Zimmerman, B. J. Bandura, A. & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663-676.
Email this page to a friend
Add or change any text to your message in the field below:
