1
40
3
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Text
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URL Address
<a href="http://doi.org/10.1080/00131911.2014.974511" target="_blank" rel="noreferrer noopener">http://doi.org/10.1080/00131911.2014.974511</a>
Pages
414–435
Issue
4
Volume
67
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Impact of problem-based learning on academic achievement in high school: a systematic review.
Publisher
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Educational Review
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015-11
Subject
The topic of the resource
MEDICAL education; ACADEMIC achievement; PROBLEM-based learning; SECONDARY education; SELF-culture; TEACHING methods; MEDICINE – Study & teaching (Higher)
Creator
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Wilder S
Description
An account of the resource
The considerable impact of problem-based learning (PBL) on academic achievement of students in medical education has prompted the K-12 community to start implementing this non-traditional, student-centered, and inquiry-driven teaching approach in its classrooms. This paper examines the current reported evidence of PBL effectiveness in secondary education. To our knowledge, there has been no systematic review of the literature that evaluates the impact of PBL on student academic achievement in high school education. Based on the exhaustive review of the current literature it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge. While it is evident from the results of the reviewed studies that PBL positively influences student academic achievement, there are several reasons that prevent the generalization of these findings to a wider, secondary education population. The current reported literature lacks sufficient, rigorous evidence that supports superiority of PBL over traditional methods of instruction. However, it needs to be remembered that PBL fosters not only development of content knowledge, but also a wide range of skills, such as communication and collaboration skills, decision-making, problem-solving, critical-thinking, and self-directed learning. Keeping in mind that these skills are highly valued in secondary education, the inefficiency of traditional methods to aid in development and strengthening of these particular student abilities was the main reason to start considering and adopting various instructional approaches, including PBL. [ABSTRACT FROM AUTHOR]
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1080/00131911.2014.974511" target="_blank" rel="noreferrer noopener">10.1080/00131911.2014.974511</a>
Rights
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
2015
ACADEMIC achievement
Educational Review
Medical education
MEDICINE – Study & teaching (Higher)
PROBLEM-based learning
SECONDARY education
SELF-culture
Teaching Methods
Wilder S
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1080/03004279.2015.1058407" target="_blank" rel="noreferrer noopener">http://doi.org/10.1080/03004279.2015.1058407</a>
Rights
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Pages
104-121
Issue
1
Volume
45
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Dublin Core
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Title
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Parental involvement in mathematics: giving parents a voice
Publisher
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Education 3-13
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017
Subject
The topic of the resource
childrens education; Education & Educational Research; elementary education; elementary-school; families; home; homework assistance; mathematics; metaanalysis; outcomes; parental involvement; parental role; perceptions; performance; programs; student academic-achievement
Creator
An entity primarily responsible for making the resource
Wilder S
Description
An account of the resource
Understanding why parents become involved in their children's education is crucial in strengthening the relationship between parental involvement and academic achievement. The present study focuses on the parental role construction and parental self-efficacy. The resulting trends suggest that parents, regardless of their self-efficacy, may assume the 'equal partnership-focused' parental role regarding their children's mathematics education. The results also demonstrate that there may be a conflict in the way parents and teachers construct this parental role. While parents assumed the 'equally shared' role, teachers maintained the belief that the responsibility, although shared to a certain degree, should be primarily on teachers.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1080/03004279.2015.1058407" target="_blank" rel="noreferrer noopener">10.1080/03004279.2015.1058407</a>
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Journal Article
2017
childrens education
Education & Educational Research
Education 3-13
elementary education
elementary-school
Families
Home
homework assistance
Journal Article
Mathematics
metaanalysis
outcomes
parental involvement
Parental Role
perceptions
Performance
programs
student academic-achievement
Wilder S
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1093/teamat/hru023" target="_blank" rel="noreferrer noopener">http://doi.org/10.1093/teamat/hru023</a>
Rights
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Pages
102-114
Issue
2
Volume
34
Search for Full-text
Locate full-text within NEOMED Library's e-journal collections
<p>Users with a NEOMED Library login can search for full-text journal articles at the following url: <a href="https://libraryguides.neomed.edu/home">https://libraryguides.neomed.edu/home</a></p>
Dublin Core
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Title
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The Man Who Counted: a collection of integrated adventures
Publisher
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Teaching Mathematics and Its Applications
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015-06
Subject
The topic of the resource
Education & Educational Research
Creator
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Wilder S; Lang A; Monegan M
Description
An account of the resource
Issues of disconnect and isolation from other disciplines seem to plague numerous subjects taught in high schools today. Although they share common roots, mathematics, natural sciences and humanities appeared to have developed rich, but separated curricula with only occasionally emphasized and seemingly weak connections between their respective contents. The absence of truly meaningful context that allows students to build connections to material they are learning often results in procedural, factual and regrettably short-term knowledge. One approach to repair the disarray within our educational structure may be by developing integrated projects that span not only across different facets of one particular subject, but across multiple disciplines as well. Most educational reforms have been strongly supporting the idea of integration of curricula, emphasizing that the noticeable lack of connections between the subjects is affecting not only mathematics, but also language arts, social studies and various other disciplines. The primary purpose of this article is to describe an integrated project that successfully merged the teaching standards of mathematics, social studies and language arts, while utilizing technology as the means to an innovative learning medium for high school students. The focus of the article is the development process of an integrated project, more specifically the obstacles that needed to be overcome for its successful completion. Through this particular example of a mathematics-based integrated project, we demonstrate how content standards of various disciplines can be effectively combined to produce ameaningful teaching and learning context. It is our hope that the presented development process can be generalized and applied in various collaborative teaching efforts.
Identifier
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<a href="http://doi.org/10.1093/teamat/hru023" target="_blank" rel="noreferrer noopener">10.1093/teamat/hru023</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2015
Education & Educational Research
Journal Article
Lang A
Monegan M
Teaching Mathematics and Its Applications
Wilder S