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| Deci, Edward L. | 2 |
| Koestner, Richard | 2 |
| Ryan, Richard M. | 2 |
| Cameron, Judy | 1 |
| Elmore, Richard F. | 1 |
| Kerdeman, Deborah | 1 |
| Kliebard, Herbert M. | 1 |
| McPhail, Jean C. | 1 |
| Palincsar, Annemarie Sullivan | 1 |
| Phillips, D. C. | 1 |
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| Book/Product Reviews | 7 |
| Journal Articles | 7 |
| Information Analyses | 1 |
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Peer reviewedDeci, Edward L.; Ryan, Richard M.; Koestner, Richard – Review of Educational Research, 2001
Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)
Descriptors: Cognitive Processes, Educational Practices, Incentives, Meta Analysis
Peer reviewedDeci, Edward L.; Koestner, Richard; Ryan, Richard M. – Review of Educational Research, 2001
Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, Educational Practices, Incentives
Peer reviewedCameron, Judy – Review of Educational Research, 2001
Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, Educational Practices, Incentives
Peer reviewedKliebard, Herbert M. – Review of Educational Research, 1993
Asserts that the central problem of the analysis by M. Wang, G. Haertel, and H. Walberg is that they tend to view the teacher, at least implicitly, as the compliant beneficiary of the knowledge of the educational researcher. Any knowledge base that aims to affect classroom practice should take into account and respect the teacher's world.…
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Knowledge Base for Teaching
Peer reviewedPalincsar, Annemarie Sullivan; McPhail, Jean C. – Review of Educational Research, 1993
Asserts that because M. Wang, G. Haertel, and H. Walberg never clarify the contours of their "knowledge base for school learning," it is difficult to know what their broad-based comparison of research studies has really yielded. Explores dilemmas posed by the methodology of the study. (SLD)
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Knowledge Base for Teaching
Peer reviewedKerdeman, Deborah; Phillips, D. C. – Review of Educational Research, 1993
Asserts that the reductionistic methodology used by M. Wang, G. Haertel, and H. Walberg in their study does not do justice to the educational phenomena they wish to illuminate. In addition, these authors have too simple a view of the relationship between educational research and educational practice. (SLD)
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Knowledge Base for Teaching
Peer reviewedElmore, Richard F. – Review of Educational Research, 1993
Asserts that reviews like that of M. Wang, G. Haertel, and H. Walberg are stimulating and useful in thinking about educational research, but they are nearly useless in thinking about educational policy and practice. It is not clear what is meant by "knowledge base," and the finding about proximal and distal variables is simplistic. (SLD)
Descriptors: Educational Policy, Educational Practices, Educational Research, Elementary Secondary Education
