Her research on Mathematics education often connects related topics like Primary education. Her work in Primary education is not limited to one particular discipline; it also encompasses Mathematics education. Phyllis C. Blumenfeld integrates many fields in her works, including Perception and Neuroscience. In her papers, Phyllis C. Blumenfeld integrates diverse fields, such as Neuroscience and Perception. In her research, Phyllis C. Blumenfeld undertakes multidisciplinary study on Developmental psychology and Child development. In her articles, Phyllis C. Blumenfeld combines various disciplines, including Child development and Developmental psychology. Her study connects Pedagogy and Experiential learning. Phyllis C. Blumenfeld regularly links together related areas like Experiential learning in her Pedagogy studies. Her study brings together the fields of Social psychology and Competence (human resources).
Operating system is integrated with Mobile device and Multimedia in her study. She integrates many fields, such as Multimedia and Operating system, in her works. Her Neuroscience research includes a combination of various areas of study, such as Perception and Developmental psychology. She integrates many fields, such as Developmental psychology and Neuroscience, in her works. Her research on Mathematics education frequently links to adjacent areas such as Primary education. Much of her study explores Primary education relationship to Mathematics education. In her works, she undertakes multidisciplinary study on Pedagogy and Curriculum. Phyllis C. Blumenfeld applies her multidisciplinary studies on Curriculum and Pedagogy in her research. Her multidisciplinary approach integrates Science education and Teaching method in her work.
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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)
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform.
Robert Geier;Phyllis C. Blumenfeld;Ronald W. Marx;Joseph S. Krajcik.
Journal of Research in Science Teaching (2008)
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