Short pages
Showing below up to 50 results in range #151 to #200.
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- (hist) Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review [1,820 bytes]
- (hist) Utilizing the scholarship of teaching and learning to design an Anatomy Pedagogy Course [1,862 bytes]
- (hist) Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study [1,875 bytes]
- (hist) Developing a Test for Assessing Incoming Students’ Cognitive Competences [1,876 bytes]
- (hist) Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension [1,879 bytes]
- (hist) The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students [1,886 bytes]
- (hist) The Decoding Interview, Live and Unplugged [1,913 bytes]
- (hist) Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts [1,939 bytes]
- (hist) Events [1,996 bytes]
- (hist) Reading Selectively in History [2,014 bytes]
- (hist) Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning [2,038 bytes]
- (hist) Design patterns for faculty development [2,058 bytes]
- (hist) Designing first-year sociology curricula and practice [2,091 bytes]
- (hist) Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool [2,098 bytes]
- (hist) On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming [2,106 bytes]
- (hist) Learning from Decoding across Disciplines and within Communities of Practice [2,111 bytes]
- (hist) How to decode student bottlenecks to learning in computer science [2,117 bytes]
- (hist) Similarities and differences in eye movements between professors and students during graph reading [2,124 bytes]
- (hist) Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning [2,192 bytes]
- (hist) Applying Decoding the Disciplines in a Construction Engineering Mechanics Course: A description of the Decoding Interview [2,311 bytes]
- (hist) Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students [2,356 bytes]
- (hist) Threshold Concepts: Informing the Curriculum [2,380 bytes]
- (hist) Decoding Ourselves [2,402 bytes]
- (hist) Moving beyond the threshold: A TLRI final report 2014–16 [2,412 bytes]
- (hist) Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science [2,486 bytes]
- (hist) Threshold Concepts and Decoding the Humanities: A Case Study of a Threshold Concept [2,509 bytes]
- (hist) How to contribute [2,533 bytes]
- (hist) Using Methods from Cognitive Psychology to Elucidate Mental Processes [2,545 bytes]
- (hist) A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners [2,546 bytes]
- (hist) Step 4: Give Students Practice and Feedback [2,608 bytes]
- (hist) An Innovative Approach to Helping Students Overcome Bottlenecks in Social Work Education Using Self-Study [2,776 bytes]
- (hist) Step 1 - Identify a Bottleneck to Learning [3,062 bytes]
- (hist) Disrupting the Disciplines [3,197 bytes]
- (hist) Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning [3,197 bytes]
- (hist) Call for papers (Aachen conference) [3,590 bytes]
- (hist) Step 5 - Motivate and lessen resistance [3,652 bytes]
- (hist) Mental moves [3,792 bytes]
- (hist) Decoding as a writing process [3,967 bytes]
- (hist) Step 3 - Modeling Mental Operations [4,018 bytes]
- (hist) Group activities in interactive teaching [4,158 bytes]
- (hist) Main Page [4,265 bytes]
- (hist) Communities of decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents [4,281 bytes]
- (hist) The Indiana University Decoding the Transition to College Project [4,330 bytes]
- (hist) Open-circuit voltage [4,372 bytes]
- (hist) What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes [4,381 bytes]
- (hist) Acquiring search expertise: Learning experiences and threshold concepts [4,744 bytes]
- (hist) Limits [5,803 bytes]
- (hist) Decoding the Disciplines [6,259 bytes]
- (hist) Quick guide [6,403 bytes]
- (hist) David Pace [11,149 bytes]