Pages with the most categories

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

51. Vad vill vi att studenterna ska kunna göra? Avtäckningsmodellen i praktiken‏‎ (7 categories)
52. An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods‏‎ (7 categories)
53. Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach‏‎ (7 categories)
54. On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming‏‎ (7 categories)
55. Learning about Learning-Together‏‎ (7 categories)
56. Decoding the Disciplines as Hermeneutic Practice‏‎ (7 categories)
57. Learning from Decoding across Disciplines and within Communities of Practice‏‎ (7 categories)
58. Undergraduate Students and Decoding the Disciplines: The Role of Student-Researchers and Student-Participants in Decoding the Disciplines Research‏‎ (7 categories)
59. A Case Study on Experiential Learning in a First-Year General Education Course‏‎ (7 categories)
60. Decoding Decoding: Concepts as embodied competence‏‎ (6 categories)
61. Composition-Bottleneck lesson on Audience Awareness in Writing Composition or Academic Writing‏‎ (6 categories)
62. Decoding the Discipline of Music History for Our Students‏‎ (6 categories)
63. Didaktiknachrichten 07-2025‏‎ (6 categories)
64. Further Explorations of Decoding the Disciplines: Narrative and Hermeneutic Aspects‏‎ (6 categories)
65. Decoding the Disciplines aus Lehrendenperspektive‏‎ (6 categories)
66. Engaging Faculty for Student Success: The First Year Learning Initiative‏‎ (6 categories)
67. The Decoding Interview - An Exemplary Insight‏‎ (6 categories)
68. Using Decoding the Disciplines and Students as Partners to Explore Student Graph Reading‏‎ (6 categories)
69. Didaktiknachrichten 11-2019‏‎ (6 categories)
70. Decoding the Disciplines from an Instructor’s Perspective‏‎ (6 categories)
71. Eye Movements in Programming Education: Analyzing the expert’s gaze‏‎ (6 categories)
72. A case for visual models to communicate implicit genre expectations within policy writing instruction‏‎ (6 categories)
73. Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre‏‎ (6 categories)
74. Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University‏‎ (6 categories)
75. A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice‏‎ (6 categories)
76. Hartnäckige Lernhürden decodieren und Verständnis-Brücken für Studierende bauen‏‎ (6 categories)
77. More than limited learning: The case for focusing on the disciplines‏‎ (6 categories)
78. Writing about music in large music appreciation classrooms using active learning, discipline-specific skills, and peer review‏‎ (6 categories)
79. The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education‏‎ (6 categories)
80. Decoding aus hochschuldidaktischer Perspektive‏‎ (6 categories)
81. Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course‏‎ (6 categories)
82. A novel approach for practitioners in training: A blended-learning seminar combining experts, students and practitioners‏‎ (6 categories)
83. Decoding the Disciplines: Entwicklung effektiver Lernaktivitäten durch fachbezogene Lerngespräche‏‎ (6 categories)
84. Moving beyond the threshold: A TLRI final report 2014–16‏‎ (6 categories)
85. ‘Decoding’ from the Perspective of Higher Education Didactics‏‎ (6 categories)
86. Decoding group activities in interactive teaching (paper)‏‎ (6 categories)
87. Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design‏‎ (6 categories)
88. Das Decoding-Interview – ein exemplarischer Einblick‏‎ (6 categories)
89. Disciplinary Dream-Drawings. An innovative methodology to uncover students’ emotional bottlenecks‏‎ (6 categories)
90. Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students‏‎ (6 categories)
91. Overcoming the Bottlenecks in Teaching Psychological Statistics Resources Lessons‏‎ (6 categories)
92. The History Learning Project ʺDecodesʺ a Discipline: The Union of Teaching and Epistemology‏‎ (6 categories)
93. Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines‏‎ (6 categories)
94. Using the Decoding The Disciplines Framework for Learning Across the Disciplines‏‎ (6 categories)
95. Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class‏‎ (6 categories)
96. Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science‏‎ (6 categories)
97. Decoding the reading of history: An example of the process‏‎ (6 categories)
98. Uncovering Ways of Thinking, Practicing and Being through Key Themes in Decoding across Disciplines‏‎ (6 categories)
99. The Questions in a Decoding the Disciplines Interview‏‎ (6 categories)
100. Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension‏‎ (6 categories)