Mental Representation-Based Task Analysis for Analyzing Value-Laden Performance
Educational Technology Research and Development Volume 51, Number 3, ISSN 1042-1629
Introduces and demonstrates a modified task analysis model. On the basis of this model applied in a qualitative study conducted in a program for hearing-impaired preschool children in Taiwan, findings that shed light on how and why discrepant behaviors in teaching practices can results from a well-defined and demonstrated pedagogy are reported. (Contains 41 references.) (MES)
Tzeng, J.Y. & Schwen, T.M. (2003). Mental Representation-Based Task Analysis for Analyzing Value-Laden Performance. Educational Technology Research and Development, 51(3), 5-21.
Cited ByView References & Citations Map
Jing Lin & Julie Tallman, University of Georgia, United States; Lynette Henderson, James Cook University of North Queensland, Australia
EdMedia + Innovate Learning 2004 (2004) pp. 3114–3121
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.