Getting under the hood: how and for whom does increasing course structure work?
about
Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students.Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom.A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered TeachingIncreasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model SystemPORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques.STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities.Improving undergraduate STEM education: The efficacy of discipline-based professional development.First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory BiologyStudent Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success.ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes.Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative TeachingA campus-wide study of STEM courses: new perspectives on teaching practices and perceptions.Cannibalism, Kuru, and Mad Cows: Prion Disease As a "Choose-Your-Own-Experiment" Case Study to Simulate Scientific Inquiry in Large Lectures.A Familiar(ity) Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning.Brewing for Students: An Inquiry-Based Microbiology LabBeyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course.Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions.Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about BiologyUndergraduate journal club as an intervention to improve student development in applying the scientific process.Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.Broadening Participation in the Life Sciences with Social-Psychological Interventions.Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.Group Random Call Can Positively Affect Student In-Class Clicker Discussions.Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.Student Buy-In to Active Learning in a College Science Course.External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse ClassroomThe Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students.A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the SciencesFidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional PracticesClassroom sound can be used to classify teaching practices in college science coursesWhat Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.Student performance in and perceptions of a high structure undergraduate human anatomy course.Student perception of group dynamics predicts individual performance: Comfort and equity matter.Improving Exam Performance in Introductory Biology through the Use of Preclass Reading GuidesValues Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.The Flipped Classroom - From Theory to Practice in Health Professional Education.Biology Education Research 2.0.
P2860
Q27313922-AC9FF224-4A07-43C3-8F91-3906ACD04184Q27314846-7EC08DF6-521D-481F-B91F-91BA9FB13CC0Q28590910-9FD23476-8A7C-4B8D-BE5C-470F020BBD6FQ28596446-A59A0421-4083-4B5F-8ECD-50A4034B98B5Q30655385-B719E6B7-92A8-4391-8A83-A11000263A5DQ30830465-B570A3B2-CF34-48FB-8D61-871FAA4E8128Q30830477-04D7058B-3339-4C6F-8AA8-BFAE262DD59BQ30838764-2D14D3F7-E50F-4ACD-B30D-BFA495863776Q33620006-5547E45E-AD26-449E-BB57-9F7D90739D94Q33620029-11B582B6-CB8C-476B-84B2-6C417A8E0CE6Q33763990-299A679A-886B-43DF-949A-84C5018B2715Q33763996-5E632D09-E6EC-4153-A254-1787C7B71643Q33764026-A1A14F25-F04E-4122-9D18-669A4B33216DQ34629467-FFDEF548-ADDD-49C1-ADCE-CC89ABCBE71BQ35898752-F7961484-3C87-4CC6-B135-F80D94C50101Q35908400-E374550C-A3F4-4842-994E-D02397EAB84AQ36402752-E2452D47-B66A-4D4C-8753-98F0329F8896Q36455703-DA1C80D0-A62B-40B7-A7E3-7F8A2E2D0844Q36455712-CA2C26C6-2DED-4221-BD3F-54172E46D6E4Q36715764-3DE65640-E307-4488-B832-C3018272EF45Q36921213-796901CC-A437-4677-A1EB-74A6EA9F983BQ37008396-F1166380-0E36-4B15-A8D9-FE3E776837F1Q37226969-31620AA1-015F-4DB4-AB79-BFA543B68F99Q37462658-5814BD6E-DEF2-4F35-9B24-7362680A7583Q37462674-2D378421-1B6E-453B-AD0D-5F0CF924FB68Q37462688-7155562C-5036-4A6E-9634-C35C1965EA12Q37462766-4A70700B-4032-424F-B53C-32EEE7106B65Q37468389-9C221B49-7246-4E82-B651-BCC49663337AQ37468395-61EA26E8-19D2-4AD8-A047-226C870CD7EAQ37674374-0087F3B9-BDD1-42DB-A7F2-22DF43BB278EQ37674459-0D1BCDB4-474B-4B7D-9C0F-074B8DA7304FQ37730174-77ED2DBB-E2BA-4895-BE80-01E12CBA266FQ38618057-911A920F-D5AD-449B-B8CB-6825C06D1E0AQ38644360-C859B529-9A01-4035-A81D-69E200C898ECQ38779664-BDB0CF1C-C819-48B5-989C-540C2BF0EA3DQ41071623-0723BFF6-A899-405A-905E-18CF262EB3A7Q41560001-693DF2D9-C022-499D-939B-7CCC9BCEDEE0Q41560227-1A6C24D1-8BA8-4228-B71F-008CDB68437FQ42361777-4A9B6655-CD96-4B39-83F3-9D8A0EAABE3BQ42679969-C73A58F6-FE84-447B-A561-EB920C821966
P2860
Getting under the hood: how and for whom does increasing course structure work?
description
2014 nî lūn-bûn
@nan
2014 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2014 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2014年の論文
@ja
2014年論文
@yue
2014年論文
@zh-hant
2014年論文
@zh-hk
2014年論文
@zh-mo
2014年論文
@zh-tw
2014年论文
@wuu
name
Getting under the hood: how and for whom does increasing course structure work?
@ast
Getting under the hood: how and for whom does increasing course structure work?
@en
Getting under the hood: how and for whom does increasing course structure work?
@nl
type
label
Getting under the hood: how and for whom does increasing course structure work?
@ast
Getting under the hood: how and for whom does increasing course structure work?
@en
Getting under the hood: how and for whom does increasing course structure work?
@nl
prefLabel
Getting under the hood: how and for whom does increasing course structure work?
@ast
Getting under the hood: how and for whom does increasing course structure work?
@en
Getting under the hood: how and for whom does increasing course structure work?
@nl
P2860
P356
P1476
Getting under the hood: how and for whom does increasing course structure work?
@en
P2093
Kelly A Hogan
Sarah L Eddy
P2860
P304
P356
10.1187/CBE.14-03-0050
P577
2014-01-01T00:00:00Z