The impact of dual-processing metacognitive scaffolding on architectural student writing
<p> Practicing architects and architectural educators have called for better writing by architecture graduates; however, there appears to be a gap in published empirical studies on instructional designs that address the problem of developing student architects’ writing fluency. Writi...
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| Language: | EN |
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Capella University
2015
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=3737247 |