Showing items with similar title or keywords.

• The Primary Scientific Contribution Is Hardly a Theory in Design Science Research 

  Siponen, Mikko; Klaavuniemi, Tuula (Springer, 2021)

  Generally, to publish a paper in a top IS journal, making a new theory contribution is, so we are told, required. Such a requirement also exists in Design Science Research (DSR) literature. We review a number of claims ...

• Effects of coaching on generalist primary music teachers´ classroom practice and their `musical self-concept´ 

  Schiemann, Steven (Department of Music, University of Jyväskylä & Finnish Centre for Interdisciplinary Music Research, 2016)

  The majority of music lessons in primary schools are covered by generalist primary music teachers, usually with little or no training in teaching it. This practice-based research project is part a PhD program to ...

• Changing Behavior : A Theory- and Evidence-Based Approach 

  Hagger, Martin S.; Cameron, Linda D.; Hamilton, Kyra; Hankonen, Nelli; Lintunen, Taru (Cambridge University Press, 2020)

  Social problems in many domains, including health, education, social relationships, and the workplace, have their origins in human behavior. The documented links between behavior and social problems have sparked interest ...

• The trans-contextual model of motivation : an integrated multi-theory model to explain the processes of motivational transfer across context 

  Hagger, Martin (University of Jyväskylä, 2014)

• Closed Theories, Falsificationism and Non-Cumulative Progress 

  Firsova, Svitlana; Bilorus, Tetiana; Aksom, Herman (Vilnius University Press, 2020)

  It is argued that scientific progress occurs not with the cumulative growth of knowledge or when theories get closer to the truth but with discovering new domains and new theories that fit these domains. This horizontal ...