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ERIC - Education Resources Information Center ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U S Department of Education
ERIC - Advanced Search Tips ERIC will look for your search terms across a set of key ERIC fields: title, author, source, abstract and descriptor You can also enter an ERIC accession number (ERIC ID) to search for the ERIC document itself, as well as documents that mention or cite the document by ID
ERIC - Journals List Click here to view a PDF of the journals currently cataloged in ERIC as of the end of June 2025 The availability of records for an issue is dependent on content provided by the publisher
ERIC - Search Results ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U S Department of Education
ERIC - Thesaurus - Databases ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U S Department of Education
A Manual for the Use of the Motivated Strategies for Learning . . . - ERIC This manual is a guide to the "Motivated Strategies for Learning Questionnaire" (MSLQ) for assessing college students' motivational orientations and their use of different learning strategies for a college course The MSLQ, based on a general cognitive view of motivation and learning strategies, contains two sections The motivation section consists of 31 items that assess students' goals and
ERIC - EJ1456994 - The Relevance of Vygotskys Constructivism Learning . . . The purpose of this study is to analyze in depth the relevance of Vygotsky's constructivism learning theory in differentiated learning in elementary schools Differentiated learning is an effort to adapt the learning process in the classroom to meet the learning needs of each individual This adjustment is made by considering the interests, learning profiles, and readiness of students to
ERIC - ED353469 - Transformative Dimensions of Adult Learning. , 1991 This book presents a theory of how adults learn by making meaning of their experiences Chapter 1 gives an overview of an emerging transformation theory of adult learning, compares it with other theories of adult learning, and describes the dynamics of the process through which one makes meaning of one's experience Chapter 2 examines the way one's meaning perspectives or habits of expectation