This paper uses pattern centered methods to describe the association between the quality of instruction available and youth’s level of mental engagement with that instruction.
This paper uses pattern centered methods to describe the association between the quality of instruction available and youth’s level of mental engagement with that instruction.
Design theory and formative evidence to describe setting dynamics at two distinct levels, (1) the organization-level where professional learning communities are formed and (2) point-of-service level (e.g., classrooms) where professional staff and learners meet.
