Implementing change in instructional delivery of classroom curriculum: A phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom
This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, f...
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| Language: | ENG |
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ScholarWorks@UMass Amherst
2009
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| Online Access: | https://scholarworks.umass.edu/dissertations/AAI3359138 |