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A Biophilic Approach To Post-Secondary Learning Strategies : = Facilitating Learning Through Intentional Time In Nature.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Biophilic Approach To Post-Secondary Learning Strategies :/
其他題名:	Facilitating Learning Through Intentional Time In Nature.
作者:	Shaffer, Deena Kara.
面頁冊數:	1 online resource (238 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355529944

A Biophilic Approach To Post-Secondary Learning Strategies : = Facilitating Learning Through Intentional Time In Nature.
Shaffer, Deena Kara.

A Biophilic Approach To Post-Secondary Learning Strategies :Facilitating Learning Through Intentional Time In Nature. - 1 online resource (238 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Many post-secondary students report increasing difficulties with concentration, persistence, stress and anxiety. Focused listening in lectures, effective collaboration, efficient studying, and thoughtful time management contribute to post-secondary achievement, as do self-efficacy, tenacity, resilience, and perseverance. Together, these foundational skills and abilities, which undergird all academic disciplines, assist students in accomplishing expected tasks, facing challenges, and recovering from setbacks. Learning strategists work with students to bolster academic skills and abilities, typically through paper- or web-based techniques. Learning strategies are frequently taught and engaged with indoors; inside labs and studios, in front of computers and projectors, and practiced at home or at library desks. This narrative inquiry investigates how learning strategists may facilitate biophilic experiences to improve student achievement. Findings of this study indicate that Ryerson University's Portage program, offered to students with learning exceptionalities, may help to foster the very skills learning strategists seek to scaffold and support. Additionally, the findings from this study may be of benefit to the general student population.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355529944Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Biophilic Approach To Post-Secondary Learning Strategies : = Facilitating Learning Through Intentional Time In Nature.
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504 $a Includes bibliographical references
520 $a Many post-secondary students report increasing difficulties with concentration, persistence, stress and anxiety. Focused listening in lectures, effective collaboration, efficient studying, and thoughtful time management contribute to post-secondary achievement, as do self-efficacy, tenacity, resilience, and perseverance. Together, these foundational skills and abilities, which undergird all academic disciplines, assist students in accomplishing expected tasks, facing challenges, and recovering from setbacks. Learning strategists work with students to bolster academic skills and abilities, typically through paper- or web-based techniques. Learning strategies are frequently taught and engaged with indoors; inside labs and studios, in front of computers and projectors, and practiced at home or at library desks. This narrative inquiry investigates how learning strategists may facilitate biophilic experiences to improve student achievement. Findings of this study indicate that Ryerson University's Portage program, offered to students with learning exceptionalities, may help to foster the very skills learning strategists seek to scaffold and support. Additionally, the findings from this study may be of benefit to the general student population.
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538 $a Mode of access: World Wide Web
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