Patricia L Hardré

Dados Biográficos

ID1604552
NOMEPatricia L Hardré
PRENOMESPatricia L
SOBRENOMEHardré
ASSINATURAHARDRÉ P L
AFILIAÇÕESUniversity of Oklahoma
VERIFICADONão
TOTAL DE OBRAS7
TOTAL DE CITAÇÕES13
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2003
ANO MAIS RECENTE DE PUBLICAÇÃO2013
ÍNDICE H3

  • What is “Real-World” ID Anyway

    Open AccessPatricia L HardréARTICLETechTrends2013Referências: 2

  • Teachers in an Interdisciplinary Learning Community

    Open AccessPatricia L Hardré, Chen Ling et al.ARTICLEJournal of Teacher Education2013Citada por: 3Referências: 16

    This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an interdisciplinary team of university engineering mentors in a yearlong engineering education and project implementat…

  • Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires

    Open AccessPatricia L Hardré, H Michael Crowson et al.ARTICLEEducational and Psychological…2012

    Questionnaire instruments are frequently administered in digital formats, largely web-based, without much systematic investigation of possible effects from these administration methods. Furthermore, little attention has been given to the contextual lack of control for extraneous factors that may influence user responses. In this study, 263 university students were randomly assigned to one of two administration formats, web-based (WBA) or paper-ba…

  • Information, affect and action

    Patricia L Hardré, Fe Garcia et al.ARTICLESex Education2012

    This study reports assessment of motivational and perceptual components of a youth and community AIDS awareness education program, focusing on effectiveness across program sites. The design of this investigation was quasi-experimental, with two intervention districts and one control each, in Kenya and Tanzania. Methods included questionnaires administered to a large representative cross-section of program stakeholders from the various communities…

  • Evaluating faculty work

    Patricia L Hardré, Patricia Hardré et al.ARTICLEResearch Papers in Education2009Citada por: 5Referências: 59

    Expectations and the way they are communicated can influence employees’ motivation and performance. Previous research has demonstrated individual effects of workplace climate and individual differences on faculty productivity. The present study focused on the characteristics of institutional performance standards, evaluation processes and performance‐responsive measures of academic departments in research universities, as articulated in instituti…

  • Teacher perceptions and individual differences

    Open AccessPatricia L Hardré, David W SullivanARTICLETeaching and Teacher Education2008Citada por: 5Referências: 5

  • A motivational model of rural students' intentions to persist in, versus drop out of, high school.

    Patricia L Hardré, Johnmarshall ReeveARTICLEJournal of Educational Psychology2003

    Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students’ intentions to drop out and that students’ motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of q…