IDENTIFICATION OF THE LEARNING CHOICES OF UNDERGRADUATE STUDENTS IN DISTRICT BAHAWALPUR

http://dx.doi.org/10.31703/grr.2020(V-IV).06      10.31703/grr.2020(V-IV).06      Published : Dec 4
Authored by : Safura Fatima , Sidra Rasheed , Tehrima Sundas

06 Pages : 59-66

References

  • Anders, J., Henderson, M., Moulton, V., & Sullivan, A. (2017). The role of schools in explaining individuals' subject choices at age 14 (CLS Working Paper). London: Centre for Longitudinal Studies, UCL Institute of Education. [Google Scholar]
  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students' engagement in learning. British Journal of Educational Psychology, 72, 261-278.
  • Hutchinson, J. & Bentley, K. (2011). STEM Subjects and Jobs. A Longitudinal Perspective of Attitudes among Key Stage 3 Students, 2008-2010. Derby: International Centre for Guidance Studies, University of Derby.
  • Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM Careers Awareness Timelines: Attitudes and Ambitionstowards Science, Technology, Engineering and Maths (STEM at Key Stage 3). Derby: International Centre for Guidance Studies, University of Derby.
  • Jejeeboy, S. J. S., & Zeba A. (2001).
  • Joshua, B. (2014). Article Humanities teacher at science Leadership academy in Philadelphia.www.edutopia.org Journal of Adolescence, 34, 163-172.
  • Jin, W., Muriel, A., & Sibieta, L. (2011). Subject and course choices at ages 14 and 16 amongst young people in England: Insights from behavioural economics (DfE Research Report DFE-RR160). London: Department for Education. [Google Scholar]
  • Kabeer, N. (2005). Gender Equality and Women's Empowerment: A Criticle Analysis of the thirdMillennium Development Goal. Gender and Development, 13:01.
  • Kahlenberg, R. D. (2006). Integration by income.American School Board Journal. http://www.equaleducation.org/commentary.asp?opedi d=1332
  • Kim, H. S., & Drolet, A. (2003). Choice and self-expression: A cultural analysis of variety-seeking. Journal of Personality and Social Psychology, 85, 373-382.
  • Moulton, V., Henderson, M., Anders, J., & Sullivan, A. (2018). Does what you study at age 14-16 matter for educational transitions post-16? Oxford Review of Education, 44(1). [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Roediger, H. L., & Karpicke, J. D. (2006a). Test enhanced learning: Taking memory tests improves long-term retention. Europen journal of cognative Psychology Science, 17, 249!255.
  • Rouse, C. E., & Barrow, L. (2006). U.S. elementary and secondary schools: Equalizing opportunity or replicating the status quo? The Future of Children, 16(2), 99-123.
  • Russell Group. (2013). Informed choices: A Russell Group guide to making decisions about post-16 education. Russell Group guide. [Google Scholar]
  • Salter, S. K. (2008). Comparing outcomes of two instructional approaches to a career.
  • Teng, L. Y., Morgan, G. A., & Anderson, S. K. (2011). Career development among ethnic and age groups of community college students. Journal 28(2), 115-27.

References

  • Anders, J., Henderson, M., Moulton, V., & Sullivan, A. (2017). The role of schools in explaining individuals' subject choices at age 14 (CLS Working Paper). London: Centre for Longitudinal Studies, UCL Institute of Education. [Google Scholar]
  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students' engagement in learning. British Journal of Educational Psychology, 72, 261-278.
  • Hutchinson, J. & Bentley, K. (2011). STEM Subjects and Jobs. A Longitudinal Perspective of Attitudes among Key Stage 3 Students, 2008-2010. Derby: International Centre for Guidance Studies, University of Derby.
  • Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM Careers Awareness Timelines: Attitudes and Ambitionstowards Science, Technology, Engineering and Maths (STEM at Key Stage 3). Derby: International Centre for Guidance Studies, University of Derby.
  • Jejeeboy, S. J. S., & Zeba A. (2001).
  • Joshua, B. (2014). Article Humanities teacher at science Leadership academy in Philadelphia.www.edutopia.org Journal of Adolescence, 34, 163-172.
  • Jin, W., Muriel, A., & Sibieta, L. (2011). Subject and course choices at ages 14 and 16 amongst young people in England: Insights from behavioural economics (DfE Research Report DFE-RR160). London: Department for Education. [Google Scholar]
  • Kabeer, N. (2005). Gender Equality and Women's Empowerment: A Criticle Analysis of the thirdMillennium Development Goal. Gender and Development, 13:01.
  • Kahlenberg, R. D. (2006). Integration by income.American School Board Journal. http://www.equaleducation.org/commentary.asp?opedi d=1332
  • Kim, H. S., & Drolet, A. (2003). Choice and self-expression: A cultural analysis of variety-seeking. Journal of Personality and Social Psychology, 85, 373-382.
  • Moulton, V., Henderson, M., Anders, J., & Sullivan, A. (2018). Does what you study at age 14-16 matter for educational transitions post-16? Oxford Review of Education, 44(1). [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Roediger, H. L., & Karpicke, J. D. (2006a). Test enhanced learning: Taking memory tests improves long-term retention. Europen journal of cognative Psychology Science, 17, 249!255.
  • Rouse, C. E., & Barrow, L. (2006). U.S. elementary and secondary schools: Equalizing opportunity or replicating the status quo? The Future of Children, 16(2), 99-123.
  • Russell Group. (2013). Informed choices: A Russell Group guide to making decisions about post-16 education. Russell Group guide. [Google Scholar]
  • Salter, S. K. (2008). Comparing outcomes of two instructional approaches to a career.
  • Teng, L. Y., Morgan, G. A., & Anderson, S. K. (2011). Career development among ethnic and age groups of community college students. Journal 28(2), 115-27.

Cite this article

APA

    APA : Fatima, S., Rasheed, S., & Sundas, T. (2020). Identification of the Learning Choices of Undergraduate Students in District Bahawalpur. Global Regional Review, V(IV), 59-66. https://doi.org/10.31703/grr.2020(V-IV).06

CHICAGO

    CHICAGO : Fatima, Safura, Sidra Rasheed, and Tehrima Sundas. 2020. "Identification of the Learning Choices of Undergraduate Students in District Bahawalpur." Global Regional Review, V (IV): 59-66 doi: 10.31703/grr.2020(V-IV).06

HARVARD

    HARVARD : FATIMA, S., RASHEED, S. & SUNDAS, T. 2020. Identification of the Learning Choices of Undergraduate Students in District Bahawalpur. Global Regional Review, V, 59-66.

MHRA

    MHRA : Fatima, Safura, Sidra Rasheed, and Tehrima Sundas. 2020. "Identification of the Learning Choices of Undergraduate Students in District Bahawalpur." Global Regional Review, V: 59-66

MLA

    MLA : Fatima, Safura, Sidra Rasheed, and Tehrima Sundas. "Identification of the Learning Choices of Undergraduate Students in District Bahawalpur." Global Regional Review, V.IV (2020): 59-66 Print.

OXFORD

    OXFORD : Fatima, Safura, Rasheed, Sidra, and Sundas, Tehrima (2020), "Identification of the Learning Choices of Undergraduate Students in District Bahawalpur", Global Regional Review, V (IV), 59-66

TURABIAN

    TURABIAN : Fatima, Safura, Sidra Rasheed, and Tehrima Sundas. "Identification of the Learning Choices of Undergraduate Students in District Bahawalpur." Global Regional Review V, no. IV (2020): 59-66. https://doi.org/10.31703/grr.2020(V-IV).06