Assignment choice: Do students choose briefer assignments or finishing what they started?

2010 ◽  
Vol 25 (3) ◽  
pp. 143-151 ◽  
Author(s):  
Meredith L. Hawthorn-Embree ◽  
Christopher H. Skinner ◽  
John Parkhurst ◽  
Michael O'Neil ◽  
Elisha Conley
Keyword(s):  
Assignment Choice

scholarly journals Meaningful Research Projects

2021 ◽  
Author(s):  
Lois Barranoik
Keyword(s):  
Classroom Teacher ◽  
Research Approach ◽  
Primary Role ◽  
Participatory Action ◽  
Research Project ◽  
High School English ◽  
Project Completion ◽  
Action Research Approach ◽  
Essential Components ◽  
Assignment Choice

This study explored what students view as meaningful in a curriculum-based research project. A participatory action research approach was used to investigate the experiences of one classroom teacher and nine students while completing a curriculum-based research project in a senior level high school English course. The design of the research project was based upon the students’ shared definition and understanding about what comprised a ‘meaningful’ assignment. Choice, relevance, reflection and application were considered essential components by the students. Feelings played a primary role in the choices made and significantly influenced student learning and project completion.

Assignment choice, effort, and assignment completion: Does work ethic predict those who choose higher-effort assignments?

2011 ◽  
Vol 21 (5) ◽  
pp. 575-579 ◽  
Author(s):  
John T. Parkhurst ◽  
Matthew S. Fleisher ◽  
Christopher H. Skinner ◽  
David J. Woehr ◽  
Meredith L. Hawthorn-Embree
Keyword(s):  
Work Ethic ◽  
Assignment Completion ◽  
Assignment Choice

An investigation of the partial-assignment completion effect on students' assignment choice behavior

2011 ◽  
Vol 49 (4) ◽  
pp. 433-442 ◽  
Author(s):  
Meredith L. Hawthorn-Embree ◽  
Christopher H. Skinner ◽  
John Parkhurst ◽  
Elisha Conley
Keyword(s):  
Choice Behavior ◽  
Partial Assignment ◽  
Assignment Completion ◽  
Completion Effect ◽  
Assignment Choice

Kandinsky's Questionnaire Revisited: Fundamental Correspondence of Basic Colors and Forms?

2002 ◽  
Vol 95 (3) ◽  
pp. 903-913 ◽  
Author(s):  
Thomas Jacobsen
Keyword(s):  
University Students ◽  
Historical Change ◽  
The Other ◽  
The Sun ◽  
World Knowledge ◽  
Stable Group ◽  
Traffic Sign ◽  
Group Preference ◽  
Color Form ◽  
Assignment Choice

Kandinsky postulated a fundamental correspondence between color and form. Using a variant of his historical questionnaire. 200 (92 men, 108 women) nonartist university students were divided into two groups and asked to assign the colors yellow, red, and blue to the triangle, square, and circle in a one-to-one fashion. One group worked under a mere color-form correspondence instruction, the other under an aesthetic-correspondence one, i.e., this latter group was asked to make the most beautiful color-form assignment. Participants' assignments showed a clear, stable group preference. About half of the students assigned red to the triangle, blue to the square, and yellow to the circle, respectively. This preferred assignment stood regardless of variation in instruction. Frequently, world knowledge associations were stated in the rationale for an assignment choice. The red triangle resembled a traffic sign, a warning triangle, and the yellow circle resembled the sun. Kandinsky's assignment, however, was the least preferred one. It is argued that color-form assignments as well as the motivation to produce them are due to a multitude of factors. World knowledge, education, historical change, societal, group-specific, and individual leitmotifs are all influences.

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