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The relationship among the cognitive development level, learning style, achievement, and retention of preservice elementary teachers in a content course in mathematics.
(1999)
The purpose of the present study was to examine three ideas. First, the relationship between learning style preferences and the level of cognitive development of preservice teachers who are currently enrolled in a content ...
The role of goals, beliefs, and cognitive engagement in the prediction of preservice teachers' knowledge integration.
(1999)
The purpose of this study was to examine the role of achievement goals (learning goal, performance goal, and future goal), epistemological beliefs (authority, certain knowledge, innate ability, simple knowledge, and quick ...