Self regulation: a metacognitive intervention to re-engage resistant students in the science classroom
Term
2004
Capstone
Thesis
Degree Name
MAEd
Recommended Citation
Yung, Jessica M., "Self regulation: a metacognitive intervention to re-engage resistant students in the science classroom" (2004). School of Education and Leadership Student Capstone Theses and Dissertations. 1554.
https://digitalcommons.hamline.edu/hse_all/1554
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