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This page lists '''published articles''' on [[Decoding the Disciplines]]. | |||
Latest revision as of 21:35, 22 November 2024
This page lists published articles on Decoding the Disciplines.
Pages in category "Article"
The following 139 pages are in this category, out of 139 total.
A
- A case for visual models to communicate implicit genre expectations within policy writing instruction
- A Case Study on Experiential Learning in a First-Year General Education Course
- A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice
- A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners
- A Tale of Two Thresholds
- A Teaching Experiment Shows Students How to Grasp Big Concepts
- An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods
- Analog tools in digital history classrooms: An activity-theory case study of learning opportunities in digital humanities
- Applying Decoding the Disciplines in a Construction Engineering Mechanics Course: A description of the Decoding Interview
- Assessing While Learning: Teacher Candidates in the History Classroom
B
C
- Caution! Theories at play! Threshold concepts and Decoding the Disciplines
- Challenges of the large survey subject: teaching and learning how to read history
- Conducting Decoding Interviews with the Structural Model TEACH
- Conscious Connections: Phenomenology and Decoding the Disciplines
- Critical Inquiry and the First Year: Reconceptualizing the Aims of Transitions Pedagogies
D
- Das Decoding Interview – ein exemplarischer Einblick
- Das Decoding-Interview – ein exemplarischer Einblick
- Decoding Applied Data in Professional Schools
- Decoding Astronomical Concepts
- Decoding aus hochschuldidaktischer Perspektive
- Decoding Decoding: Concepts as embodied competence
- Decoding Discipline Theory and Its Application in Instructional Design
- Decoding Genetics and Molecular Biology
- Decoding information literacy ways of thinking in student learning
- Decoding Interviews führen mit dem Strukturmodell TEACH
- Decoding learning in law: collaborative action towards the reshaping of university teaching and learning
- Decoding of the Disciplines in Human Ecology Lectures
- Decoding Ourselves
- Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students
- Decoding sustainability in the healthcare system. Teaching students how to problematize complex concepts
- Decoding the Assessment of Student Learning
- Decoding the Discipline of Music History for Our Students
- Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students
- Decoding the Disciplines As a Pedagogy of Teacher Education
- Decoding the Disciplines as Hermeneutic Practice
- Decoding the Disciplines at Twenty-five: Rethinking the Future
- Decoding the Disciplines aus Lehrendenperspektive
- Decoding The Disciplines For Postgraduate Law Students
- Decoding the Disciplines from an Instructor’s Perspective
- Decoding the Disciplines – A Roundtrip from Novice to Expert back to Novice
- Decoding the Disciplines – Mehrere Expert*innen widmen sich einem gemeinsamen Bottleneck
- Decoding the Disciplines – vom Laien zum Experten und nocheinmal zu den Anfängen zurück
- Decoding the Disciplines. Also for children?
- Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking
- Decoding the Disciplines: An Approach to Scientific Thinking
- Decoding the Disciplines: Entwicklung effektiver Lernaktivitäten durch fachbezogene Lerngespräche
- Decoding the Disciplines: supporting the university study experience through a game-based model
- Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension
- Decoding-Interviews führen mit dem Strukturmodell TEACH
- Dekodieren impliziten Wissens – Disziplinäres Wissen und praktische Expertise für Kompetenzentwicklung zugänglich machen
- Der Arbeitskreis Decoding the Disciplines am DiZ
- Design and evaluation of a test for assessing cs-first-year students’ cognitive competences
- Design patterns for faculty development
- Designing first-year sociology curricula and practice
- Developing a Test for Assessing Incoming Students’ Cognitive Competences
- Developing numeracy and problem-solving skills by overcoming learning bottlenecks
- Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class
E
- Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach
- Engaging Faculty for Student Success: The First Year Learning Initiative
- Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines
- Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement
- Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning
- Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review
- Examining Mathematics Teachers' Disciplinary Thinking
- Experiential Education and Access-to-Justice within US Law Schools: Designing and Evaluating an Access-to-Justice Service Learning Program within the First-Year Curriculum
- Eye Movements in Programming Education: Analyzing the expert’s gaze
F
- Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model
- Faculty Development Through Student Learning Initiatives: Lessons Learned
- Finding Key Faculty to Influence Change
- From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach
- From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism
- Further Explorations of Decoding the Disciplines: Narrative and Hermeneutic Aspects
H
- Hartnäckige Lernhürden decodieren und Verständnis-Brücken für Studierende bauen
- How did I get here? Reflections on learning from multidisciplinary communities of practice
- How does a Historian Read a Scholarly Text and How Do Students Learn to Do the Same
- How Many Sources Do I Need?
- How to decode student bottlenecks to learning in computer science
- How to Solve it? (report)
I
- Impact of Decoding Work within a Professional Program
- Integrated development of technical and base competencies: Fostering reflection skills in software engineers to be
- Interrogating Our Past Practice as We Scale the Walls of the Box We Call Journalism Education
- Intuitions and Instincts: Considerations for Decoding Disciplinary Identities
L
- Learning about Learning-Together
- Learning from Decoding across Disciplines and within Communities of Practice
- Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning
- Lehrendenlerngemeinschaften als Ort und Gegenstand von SoTL
- Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design
- Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts
- Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise
M
N
O
- On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming
- Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University
- Overcoming obstacles that stop student learning: The bottleneck model of structural reform
- Overcoming Student Resistance to Learning Research Methods: An Approach Based on Decoding Disciplinary Thinking
- Overview of Decoding the Disciplines
P
S
- Sampling distributions as a threshold concept in learning classical statistical inference: an evaluative case study report
- Similarities and differences in eye movements between professors and students during graph reading
- Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre
- Subjective Observation in Music Therapy: A Study of Student Practicum Logs
T
- The Decoding Alphabet
- The Decoding Clock Reading Activity
- The Decoding Interview - An Exemplary Insight
- The Decoding Working Group at DiZ
- The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education
- The History Learning Project: A Department “Decodes” Its Students
- The Theory Bottleneck and Decoding the Disciplines
- Threshold concepts and core competences in the library and information science (LIS) domain: Methodologies for discovery
- Threshold Concepts in Literary Studies
- Threshold Concepts: Informing the Curriculum
- Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study
- Triggering engagement in SoTL through threshold concepts
U
- Uncovering and Teaching the Process of Analysis to Undergraduate Music Theory Students
- Uncovering tacit knowledge of writing a thesis statement
- Uncovering Ways of Thinking, Practicing and Being through Key Themes in Decoding across Disciplines
- Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines
- Using Blended Learning to Develop Students' Skills and Motivation
- Using Methods from Cognitive Psychology to Elucidate Mental Processes
- Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course
- Using US Tuning to effect: The American historical association’s Tuning project and the first year research paper
W
- What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum
- What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes
- What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts
- What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom
- Writing about music in large music appreciation classrooms using active learning, discipline-specific skills, and peer review
