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You searched for subject:(Deeper Learning). Showing records 1 – 14 of 14 total matches.

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University of Oklahoma

1. 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 August 07, 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. 07 Aug 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 Aug 07]. 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


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 August 07, 2020. http://hdl.handle.net/10342/7610.

MLA Handbook (7th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Web. 07 Aug 2020.

Vancouver:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 07]. 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. 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 August 07, 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. 07 Aug 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 Aug 07]. 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


University of Oklahoma

4. 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 August 07, 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. 07 Aug 2020.

Vancouver:

Godfrey J. Project Lead the Way and Deeper Learning: An Evaluation Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 07]. 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

5. Smith, Leedy K. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.

Degree: EdD, 2018, University of Oklahoma

 Recent federal and state policy has placed increasing focus on college and career readiness. As a result, many states and local districts respond by implementing… (more)

Subjects/Keywords: interim assessment deeper learning

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APA (6th Edition):

Smith, L. K. (2018). INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299316

Chicago Manual of Style (16th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 07, 2020. http://hdl.handle.net/11244/299316.

MLA Handbook (7th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Web. 07 Aug 2020.

Vancouver:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/299316.

Council of Science Editors:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299316


Northeastern University

6. 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 August 07, 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. 07 Aug 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 Aug 07]. 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


University of New Orleans

7. Pratt, Daniel E. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

  This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It… (more)

Subjects/Keywords: Peer-led team learning; critical thinking; deeper process content knowledge; humanities and social sciences; Pratt; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Pratt, D. E. (2017). A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2429

Chicago Manual of Style (16th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Doctoral Dissertation, University of New Orleans. Accessed August 07, 2020. https://scholarworks.uno.edu/td/2429.

MLA Handbook (7th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Web. 07 Aug 2020.

Vancouver:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Aug 07]. Available from: https://scholarworks.uno.edu/td/2429.

Council of Science Editors:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2429


Northeastern University

8. 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 August 07, 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. 07 Aug 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 Aug 07]. 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

9. 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 August 07, 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. 07 Aug 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 Aug 07]. 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


Louisiana State University

10. Kahn, Susan Nicole. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.

Degree: PhD, Education, 2016, Louisiana State University

 The nature of federal and state policies regarding accountability testing narrows the taught curriculum to content tested, thereby changing what is officially valued as student… (more)

Subjects/Keywords: accountability; assessment; non-cognitive skills; Bloom's taxonomy; deeper learning

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APA (6th Edition):

Kahn, S. N. (2016). Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132

Chicago Manual of Style (16th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Doctoral Dissertation, Louisiana State University. Accessed August 07, 2020. etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

MLA Handbook (7th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Web. 07 Aug 2020.

Vancouver:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2020 Aug 07]. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

Council of Science Editors:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132

11. Esparza, Deborah R. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  This program evaluation examines MindQuest21, a project-based learning (PBL) model that was implemented in a Chicago, Illinois suburban community. It began with a summer… (more)

Subjects/Keywords: MindQuest21; 21st Century Skills; Project Based Learning; Deeper Learning; Education; Educational Leadership

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APA (6th Edition):

Esparza, D. R. (2016). A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/185

Chicago Manual of Style (16th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Doctoral Dissertation, National-Louis University. Accessed August 07, 2020. http://digitalcommons.nl.edu/diss/185.

MLA Handbook (7th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Web. 07 Aug 2020.

Vancouver:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Aug 07]. Available from: http://digitalcommons.nl.edu/diss/185.

Council of Science Editors:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/185


Georgia State University

12. Owen, Laura. Developing an Integrated High School Art Curriculum.

Degree: MAEd, Art and Design, 2015, Georgia State University

  This study discusses the benefits of interdisciplinary instruction in high schools. Interdisciplinary instruction is mainly seen at the primary level. There is also some… (more)

Subjects/Keywords: interdisciplinary; literacy; visual arts; thematic; higher level thinking; deeper cognitive learning

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APA (6th Edition):

Owen, L. (2015). Developing an Integrated High School Art Curriculum. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/art_design_theses/193

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):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Thesis, Georgia State University. Accessed August 07, 2020. https://scholarworks.gsu.edu/art_design_theses/193.

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

MLA Handbook (7th Edition):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Web. 07 Aug 2020.

Vancouver:

Owen L. Developing an Integrated High School Art Curriculum. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Aug 07]. Available from: https://scholarworks.gsu.edu/art_design_theses/193.

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

Council of Science Editors:

Owen L. Developing an Integrated High School Art Curriculum. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/art_design_theses/193

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

13. 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 August 07, 2020. http://hdl.handle.net/10211.9/2358.

MLA Handbook (7th Edition):

Davidson, Cynthia. “Media multitasking's effect on cognitive processing.” 2014. Web. 07 Aug 2020.

Vancouver:

Davidson C. Media multitasking's effect on cognitive processing. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Aug 07]. 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


Oklahoma State University

14. 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 August 07, 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. 07 Aug 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 Aug 07]. 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

.