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Skip to Search Results- 25The Alberta Consortium for Motivation and Emotion (ACME)
- 23The Alberta Consortium for Motivation and Emotion (ACME)/Research Briefs (ACME)
- 1The Alberta Consortium for Motivation and Emotion (ACME)/Conference Presentations (ACME)
- 1The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
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2015-01-01
Research Brief: Thank you to the 212 pre-service teachers who answered our questionnaires about feelings of personal responsibility. Below are some initial results that we found from the data and that we thought you may find interesting. Any questions or comments can be directed to acme@ualbert.ca.
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2017-01-01
During the Fall 2017 semester, 150 students from the Educational Psychology Research Participation Pool completed our survey which examined students’ beliefs about academic success. Participants ranged in age from 18 to 55 ( M = 24.6) and 79% were women. Thank you to all of our participants! Some...
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2018-01-01
During the Fall 2018 semester, 210 students from the Educational Psychology Research Participation Pool completed our survey which examined students’ beliefs about academic success in one of their courses. Participants ranged in age from 18 to 45 M = 23.3) and 79% were women. Thank you to all of...
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2018-01-01
Thank you to the 295 recent or current students who participated in my Master’s thesis study examining the relationship between body image and various academic achievement outcomes. My supervisor, Dr. Daniels, and our team from the Alberta Consortium for Motivation and Emotion (ACME), present...
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Connecting Pre-Service Teachers' Emotions with a Course Component to Bridge Practice and Theory in Assessment
Download2022-05-23
Kendra Wells, Gabrielle Pelletier, Tessa Pollitt, Lia M. Daniels
Pre-service teachers gain a theoretical understanding of assessment through coursework, but theories do not necessarily transfer to practice (Ogan-Bekiroglu & Suzuk, 2014; DeLuca & Klinger, 2010) Teacher Talks are interviews with practicing teachers. They are a course component designed to bridge...
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Conventionality and Evidence: Two Elements of Professional Development that Could Matter to Teachers
Download2020-01-01
Lia M. Daniels, Devon Chazan, Lauren Goegan, Julia Farmer
Professional development (PD) is one way to maintain or increase teacher effectiveness in any number of domains. However, PD comes in many formats and with a wide range of evidence on its effectiveness – both of which can shape teachers’ perspectives of the PD even before they participate. The...