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Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education.
16 references·2 citing·38 second hop
Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education. (2013)Mean What You Say: Defining and Integrati…Learning and Awareness (2013)Learning and AwarenessImproving Student Engagement (2011)Improving Student EngagementHandbook of Self-Regulation (2000)Handbook of Self-RegulationNew Perspectives on Conceptual Change (1999)New Perspectives on Conceptua…Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students (1998)Inquiry, Modeling, and Metaco…Multiple intelligences: the theory in practice (1993)Multiple intelligences: the t…The unschooled mind: how children think and how schools should teach (1992)The unschooled mind: how chil…Mental models of the earth: A study of conceptual change in childhood (1992)Mental models of the earth: A…Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media (1991)Higher Levels of Agency for C…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Intrinsic Motivation and Self-Determination in Human Behavior (1988)Intrinsic Motivation and Self…Cognitive Apprenticeship (1988)Cognitive ApprenticeshipChildren's ideas in science (1985)Children's ideas in scienceThe 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)The 2 Sigma Problem: The Sear…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…THE MIND'S EYE IN CHESS (1973)THE MIND'S EYE IN CHESSMeasuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument (2021)Measuring personalized learni…Personalized learning and ESSA: What we know and where we go (2020)Personalized learning and ESS…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Perception in chess (1973)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Long-term working memory. (1995)Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (1999)The Structure of Scientific Revolutions (1963)Educational Psychology: A Cognitive View (1968)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Capturing and modeling the process of conceptual change (1994)Constructing Scientific Knowledge in the Classroom (1994)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Improving the Productivity of America's Schools. (1984)The role of deliberate practice in the acquisition of expert performance. (1993)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Social robots for education: A review (2018)Becoming a Self-Regulated Learner: An Overview (2002)Motivational Beliefs, Values, and Goals (2002)The Four-Phase Model of Interest Development (2006)Expert performance: Its structure and acquisition. (1994)Emotional intelligence meets traditional standards for an intelligence (1999)The effects of leader and follower emotional intelligence on performance and attitude (2002)Relations between teachers' approaches to teaching and students' approaches to learning (1999)What the Student Does: teaching for enhanced learning (1999)Sustainable Assessment: Rethinking assessment for the learning society (2000)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1988Intrinsic Motivation and Self-Determination in Human Behavior15,312 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
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  • 1993Multiple intelligences: the theory in practice3,788 cited
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  • 1999

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New Perspectives on Conceptual Change
400 cited

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  • 2020Personalized learning and ESSA: What we know and where we go38 cited
  • 2021Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument23 cited