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Full-Text Articles in Education
Cognitive Science: How Do Deep Approaches To Learning Promote Metacognitive Strategies To Enhance Integrated Learning?, Mildred M. Pearson Dr., Daniel P. Harvey Ii
Cognitive Science: How Do Deep Approaches To Learning Promote Metacognitive Strategies To Enhance Integrated Learning?, Mildred M. Pearson Dr., Daniel P. Harvey Ii
Faculty Research and Creative Activity
This research will examine how deep approaches to learning assist students in developing meta-cognitive strategies to enhance integrative learning. Research was gathered through two surveys using mixed methods, a triangulational study. Student data consisted of questionnaires with adaptations from the National Survey of Student Engagement (NSSE) 2011. The faculty survey was a questionnaire with adaptations from the Faculty Survey of Student Engagement (FSSE). Results reveals faculty measure success in promoting deep learning within and out of the classroom; the transference of new knowledge is obtained through writing intensive assignments, class projects, portfolios, collaborative discussions, undergraduate research, conference presentations, and self-reflections.
Engaging Voices Of Disconnected Learners In Urban Environments, Mildred M. Pearson Dr., Agnes Virginia Williams
Engaging Voices Of Disconnected Learners In Urban Environments, Mildred M. Pearson Dr., Agnes Virginia Williams
Faculty Research and Creative Activity
Success in school is critical for urban youth. This study reports on ten coaches effort to engage urban high school students in social action projects in a charter school that adopted the Public Achievement model of civic engagement. The coaches, who were graduate students, worked with ten groups of six to twelve students who were required to participate. This study draws from fieldnotes and interviews of each coach and examines their experiences of helping students think critically about community issues. This calls for families, communities, and schools to build social networks; providing children with social capital necessary to achieve.
Cognitive Science: How Do Deep Approaches To Learning Promote Metacognitive Strategies To Enhance Integrated Learning?, Mildred Pearson, Daniel Harvey
Cognitive Science: How Do Deep Approaches To Learning Promote Metacognitive Strategies To Enhance Integrated Learning?, Mildred Pearson, Daniel Harvey
Faculty Research and Creative Activity
This research will examine how deep approaches to learning assist students in developing meta-cognitive strategies to enhance integrative learning. Research was gathered through two surveys using mixed methods, a triangulational study. Student data consisted of questionnaires with adaptations from the National Survey of Student Engagement (NSSE) 2011. The faculty survey was a questionnaire with adaptations from the Faculty Survey of Student Engagement (FSSE). Results reveals faculty measure success in promoting deep learning within and out of the classroom; the transference of new knowledge is obtained through writing intensive assignments, class projects, portfolios, collaborative discussions, undergraduate research, conference presentations, and self-reflections.
Engaging Voices Of Disconnected Learners In Urban Environments, Mildred Pearson, Agnes Williams
Engaging Voices Of Disconnected Learners In Urban Environments, Mildred Pearson, Agnes Williams
Faculty Research and Creative Activity
Success in school is critical for urban youth. This study reports on ten coaches effort to engage urban high school students in social action projects in a charter school that adopted the Public Achievement model of civic engagement. The coaches, who were graduate students, worked with ten groups of six to twelve students who were required to participate. This study draws from fieldnotes and interviews of each coach and examines their experiences of helping students think critically about community issues. This calls for families, communities, and schools to build social networks; providing children with social capital necessary to achieve.