Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
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Daniel Hacker - 1 views
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ONLINE TEACHING AS A CATALYST FOR CLASSROOM-BASED. INSTRUCTIONAL TRANSFORMATION. www.suny.edu/sunytrainingcenter/files/Faculty01.pdf
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Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
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“What have you got yourself into. I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
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In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students. Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
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Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views
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The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
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The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
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In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
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But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
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He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
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teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
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Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
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pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
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This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
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http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIn... - 0 views
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Internet is a truly Surrealist mode of communication from which 'nothing is excluded,' neither good nor evil, nor their many forms, nor the debate which would vainly attempt to separate them. The Internet represents the unmediated presence of humanity to itself since every possible culture, discipline and passion is therein woven together. The fact that everything is possible on the Internet reveals mankind's true essence, the aspiration towards freedom.
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There is the dimension of power-sharing along the lines of Cyber-democracy. There is the dimension of productivity and prosperity along the lines of Information Capitalism. Then there is the dimension of spiritual and artistic grace in which the multiplicity of virtual worlds and games contributes to the comprehension of the sacred world.
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Cyberspace is in the process of becoming the ecosystem for the world of ideas, it is a bustling no?sphere which is transforming rapidly and which is beginning to take control of the biosphere, directing its evolution towards its own ends. Life in its entirety is rising up towards the virtual, towards infinity, through the door opened by human language.
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Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views
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Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
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Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
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Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
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Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
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Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
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Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
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Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe O... - 0 views
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Break assignments into smaller, more manageable parts that include structured directions for each part.
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I see this as critical and that is why I have 1 week modules for my course where the students have more opportunity to - iterative opportunities - to practice and receive feedback on our core concept of analysis of works of art. Smaller chunks and tighter feedback loops have made it possible to create many ways for students to succeed, rather than have them struggle for longer periods of time on the same thing over and over again.
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Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.
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Provide access to a variety of materials which target different learning preferences and reading abilities.
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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
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Fearless Writing (a book by Tom Romano) - 2 views
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This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
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Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
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Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
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Market Your Brand, Create Personality Quizzes - 0 views
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I suspect that to actually use this "make your own personality quiz" application, there will be money involved, but I thought it was worth checking out anyway...
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After listening to Prof. Pickett's presentation and thinking about effective icebreakers, I thought I'd really like to learn how to make a Buzzfeed-style personality quiz. This website might do the trick.
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Sloan-C Free Downloads | The Sloan Consortium - 0 views
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Relationships Between Interactions and Learning In Online Environments provides a concise summary of research about interaction online and its implications for practitioners. It was created by Karen Swan, Kent State University, the Sloan-C Editor for Effective Practices in Learning Effectiveness. Download the free Relationships Between Interactions and Learning In Online Environments (PDF 486KB).
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6 Ways Google Docs Supports Collaboration In The Writing Process - 1 views
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“Today’s young people are using a range of digital tools to compose and create in new and exciting ways. It is a game-changing moment for teachers of writing. The very notion of what it means to write is shifting, and educators are faced with adapting their teaching practices to integrate new technologies while redefining writing and learning for the 21st century.”
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Docs provide support for collaboration in real time so students and teachers can have a virtual mini-conference about the work in front of them from any location if the timing is right.
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quickly pinpoint the suggested revision
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The feedback draws attention right to the point that needs to be corrected. In other systems, I have seen all the feedback at the beginning or end, which makes it more difficult for students to make corrections. This is also more formative than an overall rubric, where again students have to hunt through for where the corrections are actually needed. The more work students need to do to correct, the less likely they are to do so.
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Depth of Knowledge in the 21st Century - 0 views
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Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
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The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
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Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
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Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
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The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
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Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger... - 0 views
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hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
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“people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
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are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
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artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
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they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
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shared by Maree Michaud-Sacks on 13 Jun 13
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DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views
www.adesignmedia.com/...athyoverefficientcy_scorza.pdf
online learning teaching instruction faculty ETAP640
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Illinois Online Network: Instructional Resources : Pointers and Clickers : Rubrics - 0 views
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Connecting Students to Content: Student-Generated Questions - 1 views
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Strategies for Successfully Teaching Math Online - 0 views
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video lectures, which she creates along with corresponding fill-in-the-blank notes, as one of the keys to her success
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They must achieve a score of 75 percent or higher, a technique that ensures students have mastered the topic area, before they can move onto the next level to cover new material.
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shared by lkryder on 10 Jun 14
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views
www.nytimes.com/...21memory.html
tests quizzes assessment brain based learning constructivism knowledge studying nytimes
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students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
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The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
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But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
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But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
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Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database