Pages with the fewest revisions

Showing below up to 50 results in range #51 to #100.

51. Triggering engagement in SoTL through threshold concepts (2 revisions)
52. The flourishing of care in a multidisciplinary Faculty Learning Community (2 revisions)
53. A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2 revisions)
54. Using the Decoding The Disciplines Framework for Learning Across the Disciplines (2 revisions)
55. Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study (2 revisions)
56. Examining Mathematics Teachers' Disciplinary Thinking (2 revisions)
57. How to decode student bottlenecks to learning in computer science (2 revisions)
58. Book Review: Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (2 revisions)
59. Embedding Decoding Theory in the Scholarship of Teaching and Learning (SoTL): A Translational Theory to Practice, Practice to Theory Bridge (2 revisions)
60. Teaching With Expertise, For Expertise (2 revisions)
61. The city and public history (2 revisions)
62. Engaging Faculty for Student Success: The First Year Learning Initiative (2 revisions)
63. Assessing While Learning: Teacher Candidates in the History Classroom (2 revisions)
64. Developing a Test for Assessing Incoming Students’ Cognitive Competences (2 revisions)
65. Similarities and differences in eye movements between professors and students during graph reading (2 revisions)
66. Decoding Interviews führen mit dem Strukturmodell TEACH (2 revisions)
67. Resistance to learning research methods (2 revisions)
68. Enhancing Graphical Literacy in Introductory Biology Students using the Decoding Disciplines Paradigm (2 revisions)
69. Historicizing the Library: Using Decoding the Disciplines and the Framework in General Education History Courses (2 revisions)
70. Impact of Decoding Work within a Professional Program (2 revisions)
71. A case for visual models to communicate implicit genre expectations within policy writing instruction (2 revisions)
72. Thoughts on history, tuning and the scholarship of teaching and learning in the United States (2 revisions)
73. Eye Movements in Programming Education: Analyzing the expert’s gaze (2 revisions)
74. Lofty Conversations, Grounded Teaching: Threshold Concepts, Decoding the Disciplines, and Our Pedagogical Praxis (2 revisions)
75. Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension (2 revisions)
76. Uncovering the Complicit: The Decoding Interview as a Decolonizing Practice (2 revisions)
77. Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning (2 revisions)
78. What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes (2 revisions)
79. The Decoding Working Group at DiZ (2 revisions)
80. Decoding, Disrupting: An Email Conversation in Many Parts (2 revisions)
81. Reflection for helping students learn disciplinary paths of analytical thinking (2 revisions)
82. Dialogue, Process, and Reflection: Notes on Creating a Decoding Organization (2 revisions)
83. Diving Deep: Reflective Questions for Identifying Tacit Disciplinary Information Literacy Knowledge Practices, Dispositions, and Values through the ACRL Framework for Information Literacy (2 revisions)
84. What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum (2 revisions)
85. The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students (2 revisions)
86. Transformative dialogues (2 revisions)
87. Decoding and Disrupting AI in Higher Education: Rethinking the Challenges for Pedagogy, Learning, and Academic Integrity (2 revisions)
88. Decoding Discipline Theory and Its Application in Instructional Design (2 revisions)
89. From Content to Concepts (and Back Again?): Decoding an Introductory Linguistics Course (2 revisions)
90. Intuitions and Instincts: Considerations for Decoding Disciplinary Identities (2 revisions)
91. Der Arbeitskreis Decoding the Disciplines am DiZ (2 revisions)
92. Plowing through Bottlenecks in Political Science (2 revisions)
93. Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach (2 revisions)
94. Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship (2 revisions)
95. Revelations from story writing in business statistics: An exercise in decoding (2 revisions)
96. Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study (2 revisions)
97. Assessment in History: The case for Decoding” the discipline (2 revisions)
98. Modern Trends in Intercultural Education (2 revisions)
99. ‘Decoding’ from the Perspective of Higher Education Didactics (2 revisions)
100. Acquiring search expertise: Learning experiences and threshold concepts (2 revisions)