Zobrazeno 1 - 2
of 2
pro vyhledávání: '"J. Rebecca Jacobs"'
Autor:
Steven B. Waters, Rachel Small, Amy S. Edwards, Wilfred F. Denetclaw, Segal M. Boaz, Yee-Hung M Chan, Sara K. Krause, Jeffrey N. Schinske, Gloriana Trujillo, Loretta A Kelley, Diana W. Wright, Susan F. Akana, Lance Lund, Mike Wong, Greg S. Spicer, Kristine M. Okimura, Pleuni S. Pennings, Natalia Caporale, Paul Z. Hankamp, Zahur-Saleh Subedar, L. Jeanette Green, Dana T. Byrd, Linda J. McPheron, Kathleen E. Duncan, Holly E Harris, Karen D. Crow, Joseph R. Perez, J R Blair, Stephen B Ingalls, Shannon B. Seidel, Katharyn E. Boyer, Bryan K. Clarkson, Amy Chovnick, Joseph J. Gorga, Peter Ingmire, Diana S Chu, Lori E. Krueger, Terrye L Light, Paul H. Nagami, Brinda Govindan, Lisa M. Schultheis, Andrea Swei, Lily Chen, Robert Patterson, Jonathan D. Knight, Scott William Roy, Joseph M Romeo, Shangheng Sit, Jonathon H. Stillman, Leticia Márquez-Magaña, Sara E. Cooper, Colin D Harrison, Hilary P Benton, Gloria Nusse, Mark Kamakea, J. Rebecca Jacobs, Sally G. Pasion, Carmen R. Domingo, Laura W. Burrus, Rhea R. Kimpo, Zheng-Hui He, Kimberly D. Tanner, Vanessa C Miller-Sims, José R. de la Torre, Susanne Lietz, Jennifer M. Wade, Travis E. Bejines, Tatiane Russo-Tait, Gigi N. Acker, Julia K. Willsie, Steven L. Weinstein, Christopher A. Moffatt, Melinda T. Owens, Lakshmikanta Sengupta, Brad Balukjian, Karen L. Erickson, Jason B. Bram, Edward J. Carpenter, Megumi Fuse, Briana K. McCarthy, Pamela C. Muick, Blake Riggs, Catherine Creech
Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2706094a54ecd23a959d42dab1423068
https://europepmc.org/articles/PMC5373389/
https://europepmc.org/articles/PMC5373389/
Autor:
Wilfred F. Denetclaw, Joseph J. Gorga, Segal M. Boaz, Bryan K. Clarkson, Sara E. Cooper, Lori E. Krueger, Natalia Caporale, Yee-Hung M Chan, Tatiane Russo-Tait, Christopher A. Moffatt, Melinda T. Owens, Kristine M. Okimura, Alycia M Escobedo, Lakshmikanta Sengupta, Miranda Martens, Kristen S Liang, Carmen R. Domingo, Edward J. Carpenter, Courtney Hartman, Loretta A Kelley, Paul Z. Hankamp, José R. de la Torre, Hilary P Benton, Linda J. McPheron, Pamela C. Muick, Sally G. Pasion, Jonathan D. Knight, Blake Riggs, Catherine Creech, Briana K. McCarthy, Andrea Swei, Joseph M Romeo, Robert Patterson, Pleuni S. Pennings, Laura W. Burrus, Rhea R. Kimpo, Kathleen E. Duncan, Leticia Márquez-Magaña, Kimberly D. Tanner, Brad Balukjian, Zheng-Hui He, Peter Ingmire, Paul H. Nagami, Scott William Roy, Colin D Harrison, Gloria Nusse, Gigi N. Acker, Amy Chovnick, Holly E Harris, Dana T. Byrd, Jeffrey N. Schinske, Julia K. Willsie, L. Jeanette Green, Sara K. Krause, Gloriana Trujillo, J R Blair, Shannon B. Seidel, Brinda Govindan, Karen L. Erickson, Katie Lam, Susan F. Akana, Tiffy A Nguyen, Jennifer M. Wade, Terrye L Light, J. Rebecca Jacobs, Stephen B Ingalls, Amelia S Edwards, Megumi Fuse, Jason B. Bram, Lily Chen, Lisa M. Schultheis, Lance Lund, Greg S. Spicer, Katharyn E. Boyer, Diana S Chu, Mark Kamakea, Vanessa C Miller-Sims
Publikováno v:
CBE Life Sciences Education
Instructor Talk—noncontent language used by instructors in classrooms—is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5ef2b92d7947e243174ed319310ebd8c
https://doi.org/10.1187/cbe.18-10-0215
https://doi.org/10.1187/cbe.18-10-0215
