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Skip to Search Results- 1Daniels, L.M.
- 1Daniels, Lia M
- 1Daniels, Lia M.
- 1Goegan, Lauren, D.
- 1McGrew, Kevin S.
- 1Parker, Patti C.
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Concordance between pre-service teachers’ personal responsibilities and intended instructional practices
Download2016-01-01
Daniels, Lia M, Radil, Amanda, Wagner, Amanda K
During their education, pre-service teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains if pre-service teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined...
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The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Download2022-01-01
The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs should...
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The Impact of COVID-19-triggered Changes to Instruction and Assessment on University Students’ Self-Reported Motivation, Engagement, and Perceptions
Download2022-01-22
Daniels, Lia M., Goegan, Lauren, D., Parker, Patti C.
In March 2020, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change likely impacted students’ motivation, engagement, and perceptions of success and cheating. We used a single survey to collect retrospective self-report data from a...
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2024-04-01
Invited Paper for the Summit on Equity, Assessment and Evaluation in Education: Bringing Theory and Practice Together.