Showing below up to 50 results in range #101 to #150.
- What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum (2 revisions)
- Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool (2 revisions)
- Assessing While Learning: Teacher Candidates in the History Classroom (2 revisions)
- Das Decoding Interview – ein exemplarischer Einblick (2 revisions)
- A Teaching Experiment Shows Students How to Grasp Big Concepts (2 revisions)
- The Decoding Working Group at DiZ (2 revisions)
- Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines (2 revisions)
- A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2 revisions)
- Emotional Bottleneck (3 revisions)
- From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism (3 revisions)
- Heat, temperature and internal energy (3 revisions)
- Conscious Connections: Phenomenology and Decoding the Disciplines (3 revisions)
- The Questions in a Decoding the Disciplines Interview (3 revisions)
- Subjective Observation in Music Therapy: A Study of Student Practicum Logs (3 revisions)
- Using Methods from Cognitive Psychology to Elucidate Mental Processes (3 revisions)
- Adaption for School? (3 revisions)
- A Case Study on Experiential Learning in a First-Year General Education Course (3 revisions)
- Evaluating the Decoding the Disciplines Paradigm that is used for developing disciplinary habits of mind: a systematic literature review (3 revisions)
- Bottlenecks: Zwischen glitschigen Konzepten und starren Worten (3 revisions)
- An example of a decoding interview in library science (3 revisions)
- Decoding Genetics and Molecular Biology (3 revisions)
- Decoding learning in law: collaborative action towards the reshaping of university teaching and learning (3 revisions)
- Decoding the Disciplines – A Roundtrip from Novice to Expert back to Novice (3 revisions)
- Dependent variable vs name of function (3 revisions)
- Proposals for Assessment in Tax Teaching (3 revisions)
- Communities of decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents (3 revisions)
- Tension between majority rule and minority rights (3 revisions)
- Uncovering and Teaching the Process of Analysis to Undergraduate Music Theory Students (3 revisions)
- Decoding the Disciplines - Ein Ansatz für forschendes Lernen und Lehren (3 revisions)
- Decoding Astronomical Concepts (3 revisions)
- Building Bridges from the Decoding Interview to Teaching Practice (3 revisions)
- Step 6 - Assess Student Mastery (3 revisions)
- The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education (3 revisions)
- Developing a sequence of tasks in math teaching (3 revisions)
- Learning Goal (3 revisions)
- Just in Time Teaching (3 revisions)
- Decoding Decoding: Concepts as embodied competence (3 revisions)
- Decoding the Disciplines: An Approach to Scientific Thinking (3 revisions)
- Decoding the reading of history: An example of the process (3 revisions)
- 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 (3 revisions)
- Evaluating the Decoding the Disciplines Paradigm From a Student Perspective in Teaching Algorithm Design (3 revisions)
- Threshold concepts and core competences in the library and information science (LIS) domain: Methodologies for discovery (3 revisions)
- Evaluating voltages and currents in electrical networks (3 revisions)
- Overcoming obstacles that stop student learning: The bottleneck model of structural reform (3 revisions)
- Moving beyond the threshold: A TLRI final report 2014–16 (3 revisions)
- Difference between sample and population (3 revisions)
- Decoding the Disciplines from an Instructor’s Perspective (3 revisions)
- Algorithm Design (3 revisions)
- How did I get here? Reflections on learning from multidisciplinary communities of practice (3 revisions)
- Design patterns for faculty development (3 revisions)
