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You searched for subject:(Deeper Learning). Showing records 1 – 10 of 10 total matches.

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1. Davidson, Cynthia. Media multitasking's effect on cognitive processing.

Degree: MA, Child Development (Theory and Research, 2014, California State University – Sacramento

 Media multitasking (the use of one or more media while also engaged in a real time task such as homework) is becoming an increasingly common… (more)

Subjects/Keywords: Impact of technologies; Deeper learning

…television (Carr, 2011). The act of learning and the act of Facebooking or texting both… …processed and stored differently in memory, which may affect learning and performance. For… …technology when they need to be consciously attending learning? The following study is intended to… …given the opportunity to multitask while learning. Learning can become shallow under such… …conditions compared to providing full attention to learning (Carr, 2011). As a result… 

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APA (6th Edition):

Davidson, C. (2014). Media multitasking's effect on cognitive processing. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2358

Chicago Manual of Style (16th Edition):

Davidson, Cynthia. “Media multitasking's effect on cognitive processing.” 2014. Masters Thesis, California State University – Sacramento. Accessed October 30, 2020. http://hdl.handle.net/10211.9/2358.

MLA Handbook (7th Edition):

Davidson, Cynthia. “Media multitasking's effect on cognitive processing.” 2014. Web. 30 Oct 2020.

Vancouver:

Davidson C. Media multitasking's effect on cognitive processing. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/10211.9/2358.

Council of Science Editors:

Davidson C. Media multitasking's effect on cognitive processing. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.9/2358


East Carolina University

2. Simon, Ken. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Purpose: Inquiry-based pedagogy is rare within the educational landscape. It is even more rare for students who face multiple challenges to success, including racism and… (more)

Subjects/Keywords: equity; Deeper Learning; Inquiry-based learning; Education, Urban

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APA (6th Edition):

Simon, K. (2019). Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7610

Chicago Manual of Style (16th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Doctoral Dissertation, East Carolina University. Accessed October 30, 2020. http://hdl.handle.net/10342/7610.

MLA Handbook (7th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Web. 30 Oct 2020.

Vancouver:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/10342/7610.

Council of Science Editors:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7610


Northeastern University

3. Smith, Nina. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.

Degree: EdD, School of Education, 2017, Northeastern University

 Abstract Learner agency is an important concept in current education. This research describes the perceptions high school seniors have about their learning experiences. Educational research… (more)

Subjects/Keywords: deeper learning; learner agency; learner-centered; learning environment;

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APA (6th Edition):

Smith, N. (2017). Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320140

Chicago Manual of Style (16th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20320140.

MLA Handbook (7th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Web. 30 Oct 2020.

Vancouver:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20320140.

Council of Science Editors:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20320140


Northeastern University

4. Blanchard, Kevin M. Projected to succeed: what high school graduates take with them from senior project.

Degree: EdD, School of Education, 2018, Northeastern University

 This qualitative study explored the experiences of 27 graduates of a suburban high school in New England after their successful completion of the schools senior… (more)

Subjects/Keywords: authentic learning; deeper learning; high school re-design; project-based learning; self-directed learning; senior project

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APA (6th Edition):

Blanchard, K. M. (2018). Projected to succeed: what high school graduates take with them from senior project. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281425

Chicago Manual of Style (16th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20281425.

MLA Handbook (7th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Web. 30 Oct 2020.

Vancouver:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20281425.

Council of Science Editors:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281425

5. Dillon, Paula A. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and… (more)

Subjects/Keywords: 1:1; 21st century skills; deeper learning; innovation; one to one; technology integration

…initiatives will fail to meet important objectives, such as fostering deeper learning and the… …Studies point to the need for students to achieve deeper learning competencies and 21st century… …such as the American Institutes for Research (AIR) Deeper Learning Opportunities… …x29; and the Friday Institute (2011) point to these deeper learning and 21st… …effectively to support the goals of student 21st century skill acquisition and deeper learning (… 

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APA (6th Edition):

Dillon, P. A. (2017). How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248363

Chicago Manual of Style (16th Edition):

Dillon, Paula A. “How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20248363.

MLA Handbook (7th Edition):

Dillon, Paula A. “How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.” 2017. Web. 30 Oct 2020.

Vancouver:

Dillon PA. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20248363.

Council of Science Editors:

Dillon PA. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248363


Northeastern University

6. Zhao, Can. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this case study was to explore the experiences of students who have led or participated in a student-led experiential Anatomy class, and… (more)

Subjects/Keywords: 21st century learning; deeper learning; experiential learning; student leadership; student-led; Education; Educational leadership; Educational philosophy

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APA (6th Edition):

Zhao, C. (2019). Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319836

Chicago Manual of Style (16th Edition):

Zhao, Can. “Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20319836.

MLA Handbook (7th Edition):

Zhao, Can. “Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.” 2019. Web. 30 Oct 2020.

Vancouver:

Zhao C. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20319836.

Council of Science Editors:

Zhao C. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319836


Oklahoma State University

7. Jahanzad, Farzaneh. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 One of major goals of education is to prepare effective and efficient problem solvers. The purpose of this study was to determine the impact of… (more)

Subjects/Keywords: deeper scaffolding framework; problem-based learning; problem solving performance; problem solving scaffolding; scaffolding; transfer of knowledge

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APA (6th Edition):

Jahanzad, F. (2012). Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Thesis, Oklahoma State University. Accessed October 30, 2020. http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Web. 30 Oct 2020.

Vancouver:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Michigan

8. Reinish, Anne. Promises and Problems: Promoting Deeper Learning in a High-Performing Education System.

Degree: PhD, Educational Studies, 2020, University of Michigan

 Today’s American public schools are expected to promote deeper learning and cultivate 21st-century skills in order to achieve equity and excellence for all students. Yet… (more)

Subjects/Keywords: deeper learning; equity and excellence in education; educational innovation; Education; Social Sciences

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APA (6th Edition):

Reinish, A. (2020). Promises and Problems: Promoting Deeper Learning in a High-Performing Education System. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/162965

Chicago Manual of Style (16th Edition):

Reinish, Anne. “Promises and Problems: Promoting Deeper Learning in a High-Performing Education System.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 30, 2020. http://hdl.handle.net/2027.42/162965.

MLA Handbook (7th Edition):

Reinish, Anne. “Promises and Problems: Promoting Deeper Learning in a High-Performing Education System.” 2020. Web. 30 Oct 2020.

Vancouver:

Reinish A. Promises and Problems: Promoting Deeper Learning in a High-Performing Education System. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2027.42/162965.

Council of Science Editors:

Reinish A. Promises and Problems: Promoting Deeper Learning in a High-Performing Education System. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/162965


University of Oklahoma

9. Godfrey, Jason. Project Lead the Way and Deeper Learning: An Evaluation Study.

Degree: EdD, 2018, University of Oklahoma

 For the past several decades governmental, educational, and philanthropic entities have endeavored to respond to the national STEM gap directing tremendous amounts of resources in… (more)

Subjects/Keywords: Project Lead the Way; Deeper Learning; STEM; STEM gap

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APA (6th Edition):

Godfrey, J. (2018). Project Lead the Way and Deeper Learning: An Evaluation Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316819

Chicago Manual of Style (16th Edition):

Godfrey, Jason. “Project Lead the Way and Deeper Learning: An Evaluation Study.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/316819.

MLA Handbook (7th Edition):

Godfrey, Jason. “Project Lead the Way and Deeper Learning: An Evaluation Study.” 2018. Web. 30 Oct 2020.

Vancouver:

Godfrey J. Project Lead the Way and Deeper Learning: An Evaluation Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/316819.

Council of Science Editors:

Godfrey J. Project Lead the Way and Deeper Learning: An Evaluation Study. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316819


University of Oklahoma

10. Harris, Sharla. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.

Degree: EdD, 2020, University of Oklahoma

 Student achievement in mathematics in the United States is lagging when compared to other subjects and other countries. This is even more apparent when considering… (more)

Subjects/Keywords: Deeper Learning; Teacher Preparation; Mathematics Education; Teacher Efficacy

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APA (6th Edition):

Harris, S. (2020). The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324305

Chicago Manual of Style (16th Edition):

Harris, Sharla. “The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed October 30, 2020. http://hdl.handle.net/11244/324305.

MLA Handbook (7th Edition):

Harris, Sharla. “The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.” 2020. Web. 30 Oct 2020.

Vancouver:

Harris S. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/11244/324305.

Council of Science Editors:

Harris S. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324305

.