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Review: Goals, Goals, and More Goals

Journal for Research in Mathematics Education, 1988
In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort.
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Goal Specificity as a Determinant of Goal Commitment and Goal Change

Organizational Behavior and Human Decision Processes, 1994
Abstract Two hundred twenty-three subjects worked on an anagram solving task under one of two assigned goal conditions and then self-set goals on a brainstorming task. Both tasks were performed while under one of four specificity conditions. Results revealed that goal specificity raised goal commitment under assigned goal conditions and was related ...
Patrick M. Wright, K.Michele Kacmar
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Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education

Teaching and Learning in Medicine, 2019
Phenomenon: Despite a long-standing recognition of the importance of learning goals in feedback, there has been relatively little research on how to address mismatches between learner goals and preceptor goals in medical education. Our study addresses this gap by reporting on challenges and strategies around goal coconstruction as identified by ...
Laura, Farrell   +3 more
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Goals and Goal-Setting

Journal of the American Institute of Planners, 1966
Abstract Public goals in a democratic society are seldom set through a methodical procedure, but, since they provide the direction and purposes of plans, planners must find a way to determine and establish unequivocal goals. In order to serve as specifications for plans, broad goals must be converted to measurable objectives through the application of ...
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Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes.

Journal of Educational Psychology, 2016
Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good–bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together.
Corwin Senko, Katie L. Tropiano
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Dismissing the goals: A comparison of four goal-dismissive goal-free evaluations

Evaluation and Program Planning, 2017
This article provides a descriptive review of four goal-free evaluations (GFE). GFE is an evaluation model where the evaluator conducts the evaluation without knowledge of or reference to the evaluand's stated goals. The four non-randomly sampled evaluation approaches represent articulated evaluation models in which the evaluators ignore the goals of ...
Brandon W, Youker   +2 more
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‘Goal of the Month’: fact or fiction? Or when is a goal not a goal?

Leisure Studies, 1986
The paper considers one element of the phenomenology of television, urging that full-scale understanding of televisual experience is important for contemporary leisure studies. It considers a fragment of this experience — our experience of the ‘Goal of the Month’ competitions. Two points are made.
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Goal programming with dynamic goals

Journal of Multi‐Criteria Decision Analysis, 1998
Summary: The aim of this paper is to present a dynamic goal programming scheme. Throughout the revised literature, most of the dynamic goal programming approaches use target values on the final value of the objective functionals. In this paper, dynamic target values are assumed, so that they control not only the final values of the corresponding, but ...
Caballero, Rafael   +4 more
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4-H Lesson Plan: Goals, Goals, Goals

2019
This lesson begins with a review of SMART goals. Students brainstorm goals for their project work and then work to define the goal and create a timeline for its completion. The lesson ends with them identifying the benefits of following through on a goal.
James Swart, Jennifer Richards
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Belief-Goal Relationships in Possibilistic Goal Generation

2010
The way in which the relationships between beliefs, goals, and intentions are captured by a formalism can have a significant impact on the design of a rational agent. In particular, what Rao and Georgeff underline about the relationships between goals and beliefs is that it is reasonable to require a rational agent not to allow goal-belief ...
Célia da Costa Pereira   +1 more
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