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The essence and structure of meaning...

Anderton, Cheryl J.

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The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model./
Author:	Anderton, Cheryl J.
Description:	269 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427230
ISBN:	9781124309781

The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model.
Anderton, Cheryl J.

The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model. - 269 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2010.

The match between the essence and structure of meaningful learning continues to challenge public schools amidst educational reform. Meaningful learning design for twenty-first century learners must be based on three foundational principles: (a) a systemic focus, (b) an enduring focus and (c) an evolving focus; it must include the learner, the learning experience and the learning environment as integral elements within the design structure. Student descriptions of meaningful depicted in this phenomenological study are shown to align with the design components of the Highly Effective Teaching Model. As a result of the learning experiences at the inquiry component of the model (grades three and six), it is evident the model has the capacity to foster and support twenty-first century learning.

ISBN: 9781124309781Subjects--Topical Terms:

1669073
Education, Instructional Design.

The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model.
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245 1 4 $a The essence and structure of meaningful learning and the Highly Effective Teaching instructional design model.
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Dennis Mills.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The match between the essence and structure of meaningful learning continues to challenge public schools amidst educational reform. Meaningful learning design for twenty-first century learners must be based on three foundational principles: (a) a systemic focus, (b) an enduring focus and (c) an evolving focus; it must include the learner, the learning experience and the learning environment as integral elements within the design structure. Student descriptions of meaningful depicted in this phenomenological study are shown to align with the design components of the Highly Effective Teaching Model. As a result of the learning experiences at the inquiry component of the model (grades three and six), it is evident the model has the capacity to foster and support twenty-first century learning.
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650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Mills, Dennis, $e advisor
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790 1 0 $a Rynearson, Kimberly $e committee member
790 $a 1351
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427230