Phyllis C. Blumenfeld focuses on Pedagogy, Primary education, Project based, Mathematics education and Work. The Primary education study combines topics in areas such as Developmental psychology, Self-concept, Science education, Expectancy-value theory and Competence. Her studies examine the connections between Science education and genetics, as well as such issues in Positive Youth Development, with regards to Goal orientation.
Her Competence study which covers Music education that intersects with Personality. Her biological study spans a wide range of topics, including Cognitive science and Curriculum. Her Academic achievement study integrates concerns from other disciplines, such as Student engagement and School engagement, Emotionality, Social psychology, Self-regulated learning.
Her primary scientific interests are in Mathematics education, Pedagogy, Primary education, Teaching method and Science education. Her work in Mathematics education tackles topics such as Curriculum which are related to areas like Standardized test and Science teaching. Her work on Science teachers is typically connected to Project based, Work and Political science as part of general Pedagogy study, connecting several disciplines of science.
Her Primary education research is multidisciplinary, incorporating perspectives in Developmental psychology and Self-concept. Her study in Science education is interdisciplinary in nature, drawing from both Educational technology and Professional development. In her study, School engagement is inextricably linked to Student engagement, which falls within the broad field of Academic achievement.
Her primary areas of study are Mathematics education, Curriculum, Professional development, Pedagogy and Science education. Her Collaborative learning, Project-based learning and Educational psychology study, which is part of a larger body of work in Mathematics education, is frequently linked to National Science Education Standards and Scale, bridging the gap between disciplines. Her Curriculum research includes themes of Science teaching and Standardized test.
Her work on Professional development is being expanded to include thematically relevant topics such as Teaching method. Her work in the fields of Pedagogy, such as Student engagement, intersects with other areas such as Inner city. Phyllis C. Blumenfeld works mostly in the field of Science education, limiting it down to topics relating to Curriculum development and, in certain cases, Science teachers and Faculty development, as a part of the same area of interest.
Phyllis C. Blumenfeld mainly focuses on Mathematics education, Professional development, Academic standards, Achievement test and Curriculum. As part of her studies on Mathematics education, she often connects relevant areas like Cognitive science. Phyllis C. Blumenfeld has included themes like Active learning, Science education, Curriculum development and Standardized test in her Professional development study.
Combining a variety of fields, including Academic standards, Faculty development and National Science Education Standards, are what the author presents in her essays.
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School Engagement: Potential of the Concept, State of the Evidence
Jennifer A Fredricks;Phyllis C Blumenfeld;Alison H Paris.
Review of Educational Research (2004)
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Phyllis C. Blumenfeld;Elliot Soloway;Ronald W. Marx;Joseph S. Krajcik.
Educational Psychologist (1991)
Age and Gender Differences in Children's Self‐ and Task Perceptions during Elementary School
Jacquelynne Eccles;Allan Wigfield;Rena D. Harold;Phyllis Blumenfeld.
Child Development (1993)
Students' goal orientations and cognitive engagement in classroom activities
Judith L. Meece;Phyllis C. Blumenfeld;Rick H. Hoyle.
Journal of Educational Psychology (1988)
Change in Children's Competence Beliefs and Subjective Task Values across the Elementary School Years: A 3-Year Study.
Allan Wigfield;Jacquelynne S. Eccles;Kwang Suk Yoon;Rena D. Harold.
Journal of Educational Psychology (1997)
Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students
Joseph Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Kristin M. Bass.
The Journal of the Learning Sciences (1998)
A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction
Joseph S. Krajcik;Phyllis C. Blumenfeld;Ronald W. Marx;Elliot Soloway.
Elementary School Journal (1994)
Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools
Phyllis Blumenfeld;Barry J. Fishman;Joseph Krajcik;Ronald W. Marx.
Educational Psychologist (2000)
Enacting Project-Based Science
Ronald W. Marx;Phyllis C. Blumenfeld;Joseph S. Krajcik;Elliot Soloway.
Elementary School Journal (1997)
Classroom Learning and Motivation: Clarifying and Expanding Goal Theory
Phyllis C. Blumenfeld.
Journal of Educational Psychology (1992)
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