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澳洲英国文学Assignment代写:演绎定性模型

这个行动研究项目的进展,出现的形式演绎定性模型问卷基于学生自我报告特定的学术过程中不断发展的教育,应该确定学习者为中心的方法,促进学生的学业自我效能感对大学生活和超越(见附录a)。这些数据工具将允许学习者彻底评估和反思自己的教学经验,关系和推理过程,应该反过来帮助他们实现这个方法,在未来的学术任务。调查问卷集中在三个主要学术元素通过学习者为中心的应用模型。(1)学术经验/活动,学术的关系,(3)和学术推理,因为它们是直接评估参与者的积极变化的学术自我效能,这是整个问卷作为因变量。这个结构的分析创建经过广泛研究杰克Mezirow的角度转换范例学习》(1996)和罗伯特·考尔的(2000)的应用这种模式在他未发表的博士论文在高等教育变革的学习理论。

澳洲英国文学Assignment代写:演绎定性模型

As this action research project progressed, a model emerged in the form of a deductive qualitative questionnaire based on student self reports of specific academic processes within the constantly evolving learner centered approach of education that should identify and promote a student’s academic self-efficacy for college life and beyond (See Appendix A). This data instrument will allow learners to evaluate and thoroughly reflect on their learner-centered experiences, relationships and reasoning processes that should in turn help them implement this approach, in future academic tasks. The questionnaire focuses on three main academic elements as applied through the learner centered model. These are (1) academic experiences/activities, academic relationships, (3) and academic reasoning, as they are directly assessed for positive changes to the participant’s academic self-efficacy, which is used as the dependent variable throughout the questionnaire. This structure of analysis was created after extensive study into Jack Mezirow’s perspective transformation paradigm of learning (1996) and Robert McCall’s (2000) application of this paradigm in his unpublished doctoral dissertation on post-secondary transformative learning theory.