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Learning strategies, cognitive strat...

Martin, Leisa Ann.

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Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes./
Author:	Martin, Leisa Ann.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2038.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093588

Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.
Martin, Leisa Ann.

Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes. - 126 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2038.

Thesis (Ph.D.)--The University of Oklahoma, 2003.

This grounded theory study sought to understand how tenth grade public school students in average and advanced classes used strategies for learning material in their high school social studies classes. This study sought to understand the strategies that students used to learn information, the frequency of their strategy use, the students' method of acquiring these strategies, and the impact of the teachers' method of instruction (direct or indirect) on the students' strategy use. This study suggests that teachers need to stress the relevance of higher-level thinking to students and require more high-level thinking on class work and on exams.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.
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100 1 $a Martin, Leisa Ann. $3 1953243
245 1 0 $a Learning strategies, cognitive strategies, and process variables used by high school students in social studies classes.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2038.
500 $a Adviser: John J. Chiodo.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2003.
520 $a This grounded theory study sought to understand how tenth grade public school students in average and advanced classes used strategies for learning material in their high school social studies classes. This study sought to understand the strategies that students used to learn information, the frequency of their strategy use, the students' method of acquiring these strategies, and the impact of the teachers' method of instruction (direct or indirect) on the students' strategy use. This study suggests that teachers need to stress the relevance of higher-level thinking to students and require more high-level thinking on class work and on exams.
590 $a School code: 0169.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
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690 $a 0727
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710 2 0 $a The University of Oklahoma. $3 1021915
773 0 $t Dissertation Abstracts International $g 64-06A.
790 1 0 $a Chiodo, John J., $e advisor
790 $a 0169
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093588