Constructive alignment in teacher education : identifying contextually dependent student presage factors and associated learning outcomes
A sequential exploratory design (Creswell, 2003) was used to measure how a social-constructivist oriented educational psychology course could move beyond the inert knowledge Mandl, Gruber, and Renkl (1996) reported to be the outcome of student teacher engagement with formal university courses. Biggs...
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| Format: | Others |
| Language: | en |
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McGill University
2005
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| Online Access: | http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98576 |