Showing below up to 50 results in range #151 to #200.
- 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)
- The Decoding Interview, Live and Unplugged (2 revisions)
- What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes (2 revisions)
- Examining Mathematics Teachers' Disciplinary Thinking (2 revisions)
- Decoding Interviews führen mit dem Strukturmodell TEACH (2 revisions)
- Decoding the Disciplines – vom Laien zum Experten und nocheinmal zu den Anfängen zurück (2 revisions)
- A case for visual models to communicate implicit genre expectations within policy writing instruction (2 revisions)
- Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts (2 revisions)
- Enhancing Graphical Literacy in Introductory Biology Students using the Decoding Disciplines Paradigm (2 revisions)
- Acquiring search expertise: Learning experiences and threshold concepts (2 revisions)
- Decoding Discipline Theory and Its Application in Instructional Design (2 revisions)
- Legal Proportionality (2 revisions)
- Polar ICE: Bringing the poles to classrooms (2 revisions)
- Decoding area studies and interdisciplinary majors: building a framework for entry-level students (2 revisions)
- Question 2: Uncovering the tacit mental moves/Resources (2 revisions)
- Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning (2 revisions)
- Decoding Wheel (2 revisions)
- Impact of Decoding Work within a Professional Program (2 revisions)
- Uncovering Ways of Thinking, Practicing and Being through Key Themes in Decoding across Disciplines (2 revisions)
- Applying Decoding Methodology to Psychological Statistics and Other Applications (2 revisions)
- Using Blended Learning to Develop Students' Skills and Motivation (2 revisions)
- Analog tools in digital history classrooms: An activity-theory case study of learning opportunities in digital humanities (2 revisions)
- Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning (2 revisions)
- Using the Decoding The Disciplines Framework for Learning Across the Disciplines (2 revisions)
- What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom (2 revisions)
- Transformative dialogues (2 revisions)
- Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University (2 revisions)
- What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts (2 revisions)
- Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning (2 revisions)
