"What if students revolt?"--considering student resistance: origins, options, and opportunities for investigation.
about
A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution.Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student GainsA Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered TeachingCharacterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques.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.Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.A portal into biology education: an annotated list of commonly encountered terms.Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course.Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about BiologyScientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class.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.The College Science Learning Cycle: An Instructional Model for Reformed Teaching.A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.What's in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom.Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional PracticesUsing Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.Helpful Tips for New Users of Active LearningPerceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study.CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions.Enabling and challenging factors in institutional reform: The case of SCALE-UPBuilding an Inclusive Classroom
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P2860
"What if students revolt?"--considering student resistance: origins, options, and opportunities for investigation.
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on January 2013
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
"What if students revolt?"--co ...... portunities for investigation.
@en
"What if students revolt?"--co ...... portunities for investigation.
@nl
type
label
"What if students revolt?"--co ...... portunities for investigation.
@en
"What if students revolt?"--co ...... portunities for investigation.
@nl
prefLabel
"What if students revolt?"--co ...... portunities for investigation.
@en
"What if students revolt?"--co ...... portunities for investigation.
@nl
P2860
P356
P1476
"What if students revolt?"--co ...... portunities for investigation.
@en
P2093
Kimberly D Tanner
Shannon B Seidel
P2860
P304
P356
10.1187/CBE-13-09-0190
P577
2013-01-01T00:00:00Z