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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorPosillico, John
dc.date.accessioned2021-09-07T22:06:54Z
dc.date.available2021-09-07T22:06:54Z
dc.date.issued12/13/2019
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6203
dc.description.abstractThe purpose of this project is to highlight the effectiveness of interleaved practice, commonly referred to as the Spiral Curriculum. Embedded in interleaved practice is the process of forgetting. The robust body of research that serves as the foundation for this project supports the idea that randomized presentation of material that students have had previous exposure to fosters stronger learning. Students that experience an interleaved curriculum show more success with retention of concepts than students who receive blocked or repetitive instruction. This project outlines a Spiral Curriculum in a high school chemistry classroom. It includes lesson plans, assessments, and activity rationales that serve as a guide for prospective teachers to adopt this practice.
dc.subjectChemistry
dc.subjectInterleave
dc.subjectSpiral
dc.subjectRedesign
dc.subjectEducation
dc.titleHigh School Chemistry Curricular Redesign: The Spiral Curriculum
dc.typethesis
refterms.dateFOA2021-09-07T22:06:54Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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