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Academic Journal

What if Online Students Take on the Responsibility: Students' Cognitive Presence and Peer Facilitation Techniques

Subjects: Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Student Responsibility, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Discussion Groups, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Peer Relationship, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Correlation, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Questioning Techniques, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Graduate Students, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Educational Technology, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Asynchronous Communication, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Teacher Education, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Online Courses, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Cues, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Discovery Learning, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Problem Solving, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Learner Engagement, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Leadership Role, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Student Participation, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Student Attitudes, Student Responsibility, Discussion Groups, Peer Relationship, Correlation, Questioning Techniques, Graduate Students, Educational Technology, Asynchronous Communication, Teacher Education, Online Courses, Cues, Discovery Learning, Problem Solving, Learner Engagement, Leadership Role, Student Participation, Student Attitudes, Content Analysis

  • Source: Online Learning, v23 n1 p37-61 Mar 2019. 25 pp.

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Academic Journal

Language Development Policies and Practices Impacting the College and Career Readiness of Long-Term English Learners (LTELs) in Secondary Schools

Subjects: Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Language Planning, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, English Language Learners, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Secondary School Students, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, College Readiness, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Career Readiness, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Common Core State Standards, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Language Acquisition, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Educational Policy, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Barriers, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Career Academies, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Partnerships in Education, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Language Proficiency, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Learner Engagement, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Equal Education, Language Planning, English Language Learners, Secondary School Students, College Readiness, Career Readiness, Common Core State Standards, Language Acquisition, Educational Policy, Barriers, Career Academies, Partnerships in Education, Language Proficiency, Learner Engagement, Equal Education, Access to EducationCalifornia

  • Source: Educational Leadership and Administration: Teaching and Program Development, v30 p14-34 Mar 2019. 21 pp.

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Academic Journal

The Relationship between Grade 9 Teachers' and Learners' Perceptions and Attitudes with Their Mathematics Achievement

Subjects: Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Correlation, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Grade 9, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Learner Engagement, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Student Attitudes, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Mathematics Achievement, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Foreign Countries, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Achievement Tests, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, International Assessment, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Elementary Secondary Education, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Science Achievement, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Mathematics Tests, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Science Tests, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Job Satisfaction, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Teacher Attitudes, Correlation, Grade 9, Learner Engagement, Student Attitudes, Mathematics Achievement, Foreign Countries, Achievement Tests, International Assessment, Elementary Secondary Education, Science Achievement, Mathematics Tests, Science Tests, Job Satisfaction, Teacher Attitudes, Teacher Student RelationshipSouth AfricaTrends in International Mathematics and Science Study

  • Source: International Journal of Instruction, v12 n1 p841-850 Jan 2019. 10 pp.

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Tracking and Analysing the Learner Behaviour of Non- and Low-Literate Adults in an Online Literacy Training Environment

Subjects: Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Illiteracy, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Literacy Education, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Finno Ugric Languages, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Second Language Learning, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Second Language Instruction, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Recordkeeping, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Computer Assisted Instruction, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Online Courses, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Student Behavior, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Profiles, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Learner Engagement, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Productivity, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Accuracy, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Adult Learning, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Foreign Countries, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Computer Software, Illiteracy, Literacy Education, Finno Ugric Languages, Second Language Learning, Second Language Instruction, Recordkeeping, Computer Assisted Instruction, Online Courses, Student Behavior, Profiles, Learner Engagement, Productivity, Accuracy, Adult Learning, Foreign Countries, Computer Software, Data AnalysisFinland

  • Source: Research-publishing.net, Paper presented at the EUROCALL 2018 Conference (26th, Jyväskylä, Finland, 2018). 7 pp.

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Academic Journal

Nonverbal Communication in Text-Based, Asynchronous Online Education

Subjects: Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Nonverbal Communication, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Asynchronous Communication, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Electronic Learning, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Online Courses, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Learner Engagement, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Student Motivation, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Cues, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Teaching Methods, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Paralinguistics, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Graduate Students, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Graduate Study, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, College Faculty, Nonverbal Communication, Asynchronous Communication, Electronic Learning, Online Courses, Learner Engagement, Student Motivation, Cues, Teaching Methods, Paralinguistics, Graduate Students, Graduate Study, College Faculty, Foreign CountriesCanada

  • Source: International Review of Research in Open and Distributed Learning, v20 n1 p144-164 Feb 2019. 21 pp.

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Academic Journal

Developing the Student Anchor Engagement Framework

Subjects: Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Learner Engagement, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Models, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Metropolitan Areas, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Urban Universities, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Citizen Participation, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Higher Education, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Democracy, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Delphi Technique, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, School Community Relationship, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Community Involvement, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Civics, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, Citizenship Education, Learner Engagement, Models, Metropolitan Areas, Urban Universities, Citizen Participation, Higher Education, Democracy, Delphi Technique, School Community Relationship, Community Involvement, Civics, Citizenship Education, College StudentsPennsylvania (Philadelphia)

  • Source: Metropolitan Universities, v30 n1 p5-16 Feb 2019. 12 pp.

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Academic Journal

Pre-Service Teachers Learning to Engage All Students, Including English Language Learners, in Productive Struggle

Subjects: Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Preservice Teachers, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Learner Engagement, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, English Language Learners, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Mathematics Instruction, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Teacher Educators, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Preservice Teacher Education, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Methods Courses, Preservice Teachers, Learner Engagement, English Language Learners, Mathematics Instruction, Teacher Educators, Preservice Teacher Education, Methods Courses, Elementary Education

  • Source: Issues in the Undergraduate Mathematics Preparation of School Teachers, v2 Feb 2019. 11 pp.

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Academic Journal

Curricular Learning Communities and Retention

Subjects: Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Communities of Practice, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, College Freshmen, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Business Administration Education, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Academic Persistence, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Courses, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, College Entrance Examinations, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Student Participation, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Learner Engagement, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Student Attitudes, Communities of Practice, College Freshmen, Business Administration Education, Academic Persistence, Courses, College Entrance Examinations, Student Participation, Learner Engagement, Student Attitudes, Program EffectivenessSAT (College Admission Test)

  • Source: Journal of the Scholarship of Teaching and Learning, v19 n1 p41-52 Feb 2019. 12 pp.

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