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Title:
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BALANCING RIGOR AND RELEVANCE IN SCHOOLING: A 1ST PERSON EDUCATION ENDEAVOR |
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Author(s):
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Asghar Iran-Nejad, Shelly Anderton Cain |
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ISBN:
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978-989-8533-04-3 |
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Editors:
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Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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First-person education, understanding, interest, mind-body cycle of revelation/reflection, biofunctional embodiment |
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Type:
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Full Paper |
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First Page:
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103 |
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Last Page:
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114 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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For several decades, the quality of educational research and practice has been the object of criticism so much so that the status of the colleges of education at research universities is being reexamined as the principal source of relevant and rigorous scientific knowledge for educational practice. This paper defines educational relevance through the lens of 1st-person education and combines theoretical and experimental rigor to investigate the influence of varying embodiment levels on student understanding and interest in a school setting. A Latin Square design is employed to achieve rigor through experimental control, a mind-body cycle of revelation/reflection is used to build relevance into educational practice, and a three-phase model of teaching is used to implement these innovations in todays classroom. |
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