Maryam Wagner
Biographic Data
| ID | 3843935 |
|---|---|
| NAME | Maryam Wagner |
| GIVEN NAMES | Maryam |
| FAMILY NAME | Wagner |
| SIGNATURE | WAGNER M |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0001-9305-6764 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A theoretical framework for experiential learning: Creating Active Knowledge Experiences (Cake)
Educators use experiential learning extensively. When implemented effectively, it significantly improves engagement and learning outcomes. Many educators design experiential learning opportunities for their students through trial and error, often achieving variable success. Considering the time- and resource-intensive nature of experiential learning, developing a framework to maximize the likelihood of positive learning outcomes is essential. A l…
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
Elementary School ELLs' Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment
The study examined differences in reading achievement and mastery skill development among Grade-6 students with different language background profiles, using cognitive diagnosis modeling applied to large-scale provincial reading test performance data. Our analyses revealed that students residing in various home language environments show different reading achievement growth patterns. Earlier gaps in their reading achievement disappear the longer …
A theoretical framework for experiential learning: Creating Active Knowledge Experiences (Cake)
Educators use experiential learning extensively. When implemented effectively, it significantly improves engagement and learning outcomes. Many educators design experiential learning opportunities for their students through trial and error, often achieving variable success. Considering the time- and resource-intensive nature of experiential learning, developing a framework to maximize the likelihood of positive learning outcomes is essential. A l…
Academic achievement (1 works) · Achievement test (1 works) · Affect (linguistics) (1 works) · Cognition (1 works) · Developmental psychology (1 works) · Educational technology (1 works) · EFL/ESL Teaching and Learning (1 works) · Ell (1 works) · Experiential education (1 works) · Experiential knowledge (1 works)