张百乔女友裸照

She is passionate about the sciences, however her most recent work has had a pedagogical focus. Her empirical work on group learning has helped to transform聽and increase the effectiveness of implementing cooperative and collaborative learning.聽Additionally, her contributions on the topic of students鈥� evaluation of teaching effectiveness have聽added significantly to the field of pedagogical research. Silvia was awarded the 2013-2014 张百乔女友裸照 Research Recognition Award.

Contributions to Dawson’s Community

Silvia is an active participant in the SALTISE research group聽hosted at 张百乔女友裸照. Additionally, Silvia has been a mentor not only to her students but also to fellow faculty members and actively supported their research over the course of her tenure at 张百乔女友裸照.

Publications

• Abrami, P. C., Cohen, P. A., & d鈥橝pollonia, S. (1988). Implementation problems in meta-analysis.聽Review of Educational Research,聽58(2), 151-179.
• Abrami, P. C., & D’apollonia, S. (1990). The dimensionality of ratings and their use in personnel decisions.聽New directions for teaching and learning,聽1990(43), 97-111.
• Abrami, P. C., & d’Apollonia, S. (1991). Multidimensional students’ evaluations of teaching effectiveness: Generalizability of” N= 1″ research: Comment on Marsh (1991).
• Abrami, P. C., Chambers, B., d’Apollonia, S., Farrell, M., & De Simone, C. (1992). Group outcome: The relationship between group learning outcome, attributional style, academic achievement, and self-concept.聽Contemporary Educational Psychology,聽17(3), 201-210.
• Poulsen, C., Kouros, C., d’Apollonia, S., Abrami, P. C., Chambers, B., & Howe, N. (1995). A comparison of two approaches for observing cooperative group work.听贰诲耻肠补迟颈辞苍al Research and Evaluation,聽1(2), 159-182.
• Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d鈥橝pollonia, S. (1996). Within-class grouping: A meta-analysis.聽Review of educational research,聽66(4), 423-458.
• D’Apollonia, S. (1997).聽The dimensionality and validity of student ratings of instruction: two meta-analyses聽(Doctoral dissertation, Concordia University).
• d’Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction.聽American psychologist,聽52(11), 1198.
• Abrami, P. C., & d’Apollonia, S. (1999). Current concerns are past concerns.
• Lou, Y., Abrami, P. C., & d鈥橝pollonia, S. (2001). Small group and individual learning with technology: A meta-analysis.聽Review of educational research,71(3), 449-521.
• d’Apollonia, S. T., Charles, E. S., & Boyd, G. M. (2004). Acquisition of complex systemic thinking: Mental models of evolution.听贰诲耻肠补迟颈辞苍al Research and Evaluation,聽10(4-6), 499-521.
• Charles, E. S., & d’Apollonia, S. T. (2004). Understanding what’s hard in learning about complex systems. In聽Proceedings of the 6th international conference on Learning sciences聽(pp. 590-590). International Society of the Learning Sciences.
• Abrami, P. C., d鈥橝pollonia, S., & Rosenfield, S. 鈥� The Dimensionality of Student Ratings of Instruction: What聽We Know and What We Do Not*.鈥澛燭he scholarship of teaching and learning in higher education: An聽evidence-based perspective (pp. 385-456). Springer Netherlands, 2007

Funded Grants

• d鈥橝pollonia, S., Seivewright, B., Kunicki, S. 鈥淟earners, not Lurkers: Connecting Conceptual and Social Networks in Science Education.鈥澛燩rogramme d鈥檃ide 脿 la recherche sur l鈥檈nseignement et l鈥檃pprentissage (PAREA), 2011-2013.
• d鈥橝pollonia, S., et al. Inquiry-based interdisciplinary environmental studies: College option. MELS: Chantier 3 . This project was a collaboration among 张百乔女友裸照, le Coll猫ge de Bois-de-Boulogne and l鈥橴niversit茅 du Qu茅bec 脿 Montr茅al (UQAM), 2009-2010.
• d鈥橝pollonia, S. et al.聽Alignment of Mathematics and Science Curricula Project. Canada-Quebec Entente, 2006-2009.

听贰诲耻肠补迟颈辞苍

• PhD, 1997, Special Individualized Program, Concordia University
• PhD, Plant Physiology, King鈥檚 College, University of聽London