A Mixed-Methods Cohort Study Exploring the Impact of Active Learning Classrooms on Teaching and Learning

Text Registration

A Mixed-Methods Cohort Study Exploring the Impact of Active Learning Classrooms on Teaching and Learning

Status

Published

on 9 May 2018

Year of Creation

2017

Xiaoshan Zhu Gordy

Registration Number

TX0008602032

on 9 May 2018

The U.S. Copyright record (Registration Number: TX0008602032) dated 9 May 2018, pertains to an electronic file (eService) titled "A Mixed-Methods Cohort Study Exploring the Impact of Active Learning Classrooms on Teaching and Learning" created in 2017. The copyright holder is Xiaoshan Zhu Gordy, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Xiaoshan Zhu Gordy.

Xiaoshan Zhu Gordy

Application Details

Registration Number

TX0008602032

Registration Date

5/9/2018

Year of Creation

2017

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Preexisting Material

See Copyright Office notes

Personal Authors

Xiaoshan Zhu Gordy

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Local Copyright Note: Regarding material excluded: Registration does not extend to interview material

Statements

Application Title Statement: A Mixed-Methods Cohort Study Exploring the Impact of Active Learning Classrooms on Teaching and Learning

Author Statement: Xiaoshan Zhu Gordy Citizenship: United States Authorship: text

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Local Copyright Note: Regarding material excluded: Registration does not extend to interview material

Statements

Application Title Statement: A Mixed-Methods Cohort Study Exploring the Impact of Active Learning Classrooms on Teaching and Learning

Author Statement: Xiaoshan Zhu Gordy Citizenship: United States Authorship: text

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