Showing below up to 50 results in range #51 to #100.
- (hist) Directional derivative [505 bytes]
- (hist) ‘Decoding’ from the Perspective of Higher Education Didactics [509 bytes]
- (hist) Decoding the Disciplines – vom Laien zum Experten und nocheinmal zu den Anfängen zurück [512 bytes]
- (hist) Name [513 bytes]
- (hist) Diagnosing illness [516 bytes]
- (hist) Overcoming the Bottlenecks in Teaching Psychological Statistics [522 bytes]
- (hist) Das Decoding-Interview – ein exemplarischer Einblick [523 bytes]
- (hist) Sampling distributions as a threshold concept in learning classical statistical inference: an evaluative case study report [533 bytes]
- (hist) Scope of quadratic formula [539 bytes]
- (hist) The Decoding Interview - An Exemplary Insight [553 bytes]
- (hist) Intuitions and Instincts: Considerations for Decoding Disciplinary Identities [560 bytes]
- (hist) An example of a decoding interview in library science [565 bytes]
- (hist) Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class [571 bytes]
- (hist) Bottlenecks of Information Literacy [571 bytes]
- (hist) Blended Learning in Practice [572 bytes]
- (hist) Cognitive Bottleneck [575 bytes]
- (hist) Incorporating Decoding the Disciplines into History Teacher Education [592 bytes]
- (hist) How Many Sources Do I Need? [614 bytes]
- (hist) How does a Historian Read a Scholarly Text and How Do Students Learn to Do the Same [614 bytes]
- (hist) Mental action [649 bytes]
- (hist) The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning [652 bytes]
- (hist) The Decoding Working Group at DiZ [659 bytes]
- (hist) Der Arbeitskreis Decoding the Disciplines am DiZ [662 bytes]
- (hist) The Decoding Clock Reading Activity [673 bytes]
- (hist) Adaption for School? [682 bytes]
- (hist) Decoding Genetics and Molecular Biology [684 bytes]
- (hist) Decoding the Disciplines – A Roundtrip from Novice to Expert back to Novice [685 bytes]
- (hist) Decoding the Assessment of Student Learning [686 bytes]
- (hist) Decoding Astronomical Concepts [690 bytes]
- (hist) From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach [698 bytes]
- (hist) Learning Goal [701 bytes]
- (hist) Mental Processes Utilized by Faculty and Students During Graphical Interpretation [725 bytes]
- (hist) Impact of Decoding Work within a Professional Program [733 bytes]
- (hist) Decoding the Disciplines as Hermeneutic Practice [744 bytes]
- (hist) Learning from Decoding across Disciplines and within Communities of Practice [744 bytes]
- (hist) Undergraduate Students and Decoding the Disciplines: The Role of Student-Researchers and Student-Participants in Decoding the Disciplines Research [746 bytes]
- (hist) Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines [753 bytes]
- (hist) Emotional Bottleneck [802 bytes]
- (hist) Conscious Connections: Phenomenology and Decoding the Disciplines [803 bytes]
- (hist) Vad vill vi att studenterna ska kunna göra? Avtäckningsmodellen i praktiken [822 bytes]
- (hist) Decoding Applied Data in Professional Schools [848 bytes]
- (hist) Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model [855 bytes]
- (hist) Decoding the Disciplines Wiki [871 bytes]
- (hist) Building Bridges from the Decoding Interview to Teaching Practice [879 bytes]
- (hist) Triggering engagement in SoTL through threshold concepts [889 bytes]
- (hist) Bottleneck [899 bytes]
- (hist) A case for visual models to communicate implicit genre expectations within policy writing instruction [902 bytes]
- (hist) Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise [932 bytes]
- (hist) Uncovering Ways of Thinking, Practicing and Being through Key Themes in Decoding across Disciplines [945 bytes]
- (hist) Caution! Theories at play! Threshold concepts and Decoding the Disciplines [989 bytes]