Long pages

Showing below up to 50 results in range #51 to #100.

51. (hist) ‎Decoding The Disciplines For Postgraduate Law Students ‎[2,311 bytes]
52. (hist) ‎Applying Decoding the Disciplines in a Construction Engineering Mechanics Course: A description of the Decoding Interview ‎[2,311 bytes]
53. (hist) ‎Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking ‎[2,295 bytes]
54. (hist) ‎Decoding the Disciplines in European Institutions of Higher Education: Intercultural and Interdisciplinary Approach to Teaching and Learning ‎[2,192 bytes]
55. (hist) ‎Dependent variable vs name of function ‎[2,142 bytes]
56. (hist) ‎Similarities and differences in eye movements between professors and students during graph reading ‎[2,124 bytes]
57. (hist) ‎How to decode student bottlenecks to learning in computer science ‎[2,117 bytes]
58. (hist) ‎On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming ‎[2,106 bytes]
59. (hist) ‎Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool ‎[2,098 bytes]
60. (hist) ‎Designing first-year sociology curricula and practice ‎[2,091 bytes]
61. (hist) ‎Design patterns for faculty development ‎[2,058 bytes]
62. (hist) ‎Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning ‎[2,038 bytes]
63. (hist) ‎Reading Selectively in History ‎[1,945 bytes]
64. (hist) ‎Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts ‎[1,939 bytes]
65. (hist) ‎The Decoding Interview, Live and Unplugged ‎[1,913 bytes]
66. (hist) ‎Interrogating Our Past Practice as We Scale the Walls of the Box We Call Journalism Education ‎[1,910 bytes]
67. (hist) ‎The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students ‎[1,886 bytes]
68. (hist) ‎Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension ‎[1,879 bytes]
69. (hist) ‎Developing a Test for Assessing Incoming Students’ Cognitive Competences ‎[1,876 bytes]
70. (hist) ‎Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study ‎[1,875 bytes]
71. (hist) ‎Utilizing the scholarship of teaching and learning to design an Anatomy Pedagogy Course ‎[1,862 bytes]
72. (hist) ‎Overcoming the Bottlenecks in Teaching Psychological Statistics Resources Lessons ‎[1,854 bytes]
73. (hist) ‎Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review ‎[1,820 bytes]
74. (hist) ‎Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students ‎[1,815 bytes]
75. (hist) ‎Decoding of the Disciplines in Human Ecology Lectures ‎[1,801 bytes]
76. (hist) ‎Decoding the Discipline of Music History for Our Students ‎[1,762 bytes]
77. (hist) ‎Submission to hochschullehre ‎[1,751 bytes]
78. (hist) ‎Overcoming obstacles that stop student learning: The bottleneck model of structural reform ‎[1,734 bytes]
79. (hist) ‎Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement ‎[1,732 bytes]
80. (hist) ‎A Tale of Two Thresholds ‎[1,714 bytes]
81. (hist) ‎Critical Inquiry and the First Year: Reconceptualizing the Aims of Transitions Pedagogies ‎[1,710 bytes]
82. (hist) ‎Decoding Transitions to College: Crossing the High School-College Frontier ‎[1,709 bytes]
83. (hist) ‎History of the American Home ‎[1,698 bytes]
84. (hist) ‎Design and evaluation of a test for assessing cs-first-year students’ cognitive competences ‎[1,696 bytes]
85. (hist) ‎Uncovering and Teaching the Process of Analysis to Undergraduate Music Theory Students ‎[1,680 bytes]
86. (hist) ‎Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines ‎[1,673 bytes]
87. (hist) ‎Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design ‎[1,664 bytes]
88. (hist) ‎More than limited learning: The case for focusing on the disciplines ‎[1,648 bytes]
89. (hist) ‎Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course ‎[1,647 bytes]
90. (hist) ‎Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study ‎[1,634 bytes]
91. (hist) ‎Decoding and Disclosure in Students-as-Partners Research: A Case Study of the Political Science Literature Review ‎[1,631 bytes]
92. (hist) ‎What Is Essential in Teaching Theatre History? A Revised Theatre Studies Curriculum ‎[1,629 bytes]
93. (hist) ‎Integrated development of technical and base competencies: Fostering reflection skills in software engineers to be ‎[1,622 bytes]
94. (hist) ‎Question 2: Uncovering the tacit mental moves/Resources ‎[1,618 bytes]
95. (hist) ‎Modeling the Writing of a History Paper ‎[1,600 bytes]
96. (hist) ‎Evaluating voltages and currents in electrical networks ‎[1,595 bytes]
97. (hist) ‎Decoding sustainability in the healthcare system. Teaching students how to problematize complex concepts ‎[1,585 bytes]
98. (hist) ‎Writing about music in large music appreciation classrooms using active learning, discipline-specific skills, and peer review ‎[1,575 bytes]
99. (hist) ‎Step 6 - Assess Student Mastery ‎[1,568 bytes]
100. (hist) ‎Disciplinary Dream-Drawings. An innovative methodology to uncover students’ emotional bottlenecks ‎[1,562 bytes]