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Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Intergrated Instruction

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Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Intergrated Instruction

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Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Intergrated Instruction

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Author(s): Henderson, Ronald W.; Landesman, Edward M. | Abstract: This paper reports the effects of thematically integrated mathematics instruction on achievement, attitudes, and motivation in mathematics among middle school students of Mexican descent. A school-university collaborative effort led to the development and testing of a thematic approach undertaken as a means of contextualizing instruction for students considered to be at risk for school failure.

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Perceptions of the Value of Problem-BasedLearning among Students with Special Needs andTheir Teachers

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Perceptions of the Value of Problem-BasedLearning among Students with Special Needs andTheir Teachers

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Perceptions of the Value of Problem-BasedLearning among Students with Special Needs andTheir Teachers

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Perceptions of the Value of Problem-BasedLearning among Students with Special Needs andTheir Teachers

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Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes

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Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes

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Laura’s story: Using Problem Based Learning in early childhoodand primary teacher education

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Laura’s story: Using Problem Based Learning in early childhoodand primary teacher education

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Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

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Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

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The 9-step problem design process for problem-based learning:

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The 9-step problem design process for problem-based learning:

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Soppe M., Schmidt, H. G., & Bruysten, R. J.
M. P. (2005). Influence of problem familiarity on learning in a problem-based
course. Instructional Science, 33 (3), 271-281

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Soppe M., Schmidt, H. G., & Bruysten, R. J.
M. P. (2005). Influence of problem familiarity on learning in a problem-based
course. Instructional Science, 33 (3), 271-281

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Teaching Instructional Technology: A Problem-
Based-Learning Approach

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Teaching Instructional Technology: A Problem-
Based-Learning Approach