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Chelsea Bank: Scans and Workplace Knowledge
ARTICLE

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Journal of Educational Computing Research Volume 17, Number 4, ISSN 0735-6331

Abstract

Examines the extent to which student groups working with the Chelsea Bank computer simulation were able to use school-to-work transition skills. Results show that students demonstrated substantial involvement with workplace skills and were considerably more actively engaged with learning than studies of traditional classrooms. (Author/AEF)

Citation

Mikulecky, L., Lloyd, P. & Conner, J.M. (1997). Chelsea Bank: Scans and Workplace Knowledge. Journal of Educational Computing Research, 17(4), 357. Retrieved July 15, 2019 from .

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