Work-in-Progress: Effect of Instructional Practices on Students' Engagement and Performance
Author:
Affiliation:
1. Texas A&M University
2. Texas A and M University
Publisher
ASEE Conferences
Reference34 articles.
1. P. H. Wilson, P. Sztajn, C. Edgington, and M. Myers, "Teachers' uses of a learning trajectory in student-centered instructional practices," J. Teach. Educ., vol. 66, no. 3, pp. 227-244, Mar. 2015, doi: 10.1177/0022487115574104
2. L. Zhang, J. D. Basham, R. A. Carter Jr, and J. Zhang, "Exploring factors associated with the implementation of student-centered instructional practices in US classrooms," Teach. Teach. Educ., vol. 99, p. 103273, Mar. 2021, doi: 10.1016/j.tate.2020.103273
3. M. J. Hannafin, J. R. Hill, S. M. Land, and E. Lee, "Student-centered, open learning environments: Research, theory, and practice," Handbook of Research on Educational Communications and Technology, pp. 641-651, May 2013, doi: 10.1007/978-1-4614-3185-5_51
4. B. L. McCombs and J. S. Whisler, The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. San Francisco, CA: Jossey-Bass Inc., 1997.
5. J. N. Agumba¹ and T. Haupt, "Collaboration as a strategy of student-centered learning in construction technology," in Proceedings 8th Built Environment Conference, 2014, vol. 27, p. 29.
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