These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

280 related articles for article (PubMed ID: 25185229)

  • 1. Getting under the hood: how and for whom does increasing course structure work?
    Eddy SL; Hogan KA
    CBE Life Sci Educ; 2014; 13(3):453-68. PubMed ID: 25185229
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Increased structure and active learning reduce the achievement gap in introductory biology.
    Haak DC; HilleRisLambers J; Pitre E; Freeman S
    Science; 2011 Jun; 332(6034):1213-6. PubMed ID: 21636776
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure.
    Gavassa S; Benabentos R; Kravec M; Collins T; Eddy S
    CBE Life Sci Educ; 2019 Mar; 18(1):ar8. PubMed ID: 30807254
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Student performance in and perceptions of a high structure undergraduate human anatomy course.
    Shaffer JF
    Anat Sci Educ; 2016 Nov; 9(6):516-528. PubMed ID: 26990231
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Small class sizes for improving student achievement in primary and secondary schools: a systematic review.
    Filges T; Sonne-Schmidt CS; Nielsen BCV
    Campbell Syst Rev; 2018; 14(1):1-107. PubMed ID: 37131395
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses.
    Chen X; Redden JM; Bobrownicki A; Gill J; Graham MJ
    CBE Life Sci Educ; 2021 Jun; 20(2):es5. PubMed ID: 33885327
    [TBL] [Abstract][Full Text] [Related]  

  • 7. The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course.
    Kim M; Roh S; Ihm J
    Korean J Med Educ; 2018 Dec; 30(4):339-346. PubMed ID: 30522262
    [TBL] [Abstract][Full Text] [Related]  

  • 8. True Grit: Passion and persistence make an innovative course design work.
    Casper AM; Eddy SL; Freeman S
    PLoS Biol; 2019 Jul; 17(7):e3000359. PubMed ID: 31318869
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.
    Wilton M; Gonzalez-Niño E; McPartlan P; Terner Z; Christoffersen RE; Rothman JH
    CBE Life Sci Educ; 2019 Dec; 18(4):ar53. PubMed ID: 31675276
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Knowing is half the battle: Assessments of both student perception and performance are necessary to successfully evaluate curricular transformation.
    Shaw TJ; Yang S; Nash TR; Pigg RM; Grim JM
    PLoS One; 2019; 14(1):e0210030. PubMed ID: 30633765
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course.
    Cavanagh AJ; Chen X; Bathgate M; Frederick J; Hanauer DI; Graham MJ
    CBE Life Sci Educ; 2018; 17(1):. PubMed ID: 29378750
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Getting them enrolled is only half the battle: college success as a function of race or ethnicity, gender, and class.
    Keels M
    Am J Orthopsychiatry; 2013; 83(2 Pt 3):310-22. PubMed ID: 23889022
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement.
    Carroll JM; Yeager DS; Buontempo J; Hecht C; Cimpian A; Mhatre P; Muller C; Crosnoe R
    Monogr Soc Res Child Dev; 2023 Sep; 88(2):7-109. PubMed ID: 37574937
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.
    Jordt H; Eddy SL; Brazil R; Lau I; Mann C; Brownell SE; King K; Freeman S
    CBE Life Sci Educ; 2017; 16(3):. PubMed ID: 28710060
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Development of a self-report instrument for measuring in-class student engagement reveals that pretending to engage is a significant unrecognized problem.
    Fuller KA; Karunaratne NS; Naidu S; Exintaris B; Short JL; Wolcott MD; Singleton S; White PJ
    PLoS One; 2018; 13(10):e0205828. PubMed ID: 30332460
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.
    Cooper KM; Krieg A; Brownell SE
    Adv Physiol Educ; 2018 Jun; 42(2):200-208. PubMed ID: 29616569
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Comparison of a Self-Care Therapeutics Course Taught in the P1 vs the P2 Year.
    Bald EM; Kourtides D; Cox N; Raber H; Ruble JH; Richards B
    J Pharm Pract; 2023 Apr; 36(2):445-450. PubMed ID: 34396828
    [No Abstract]   [Full Text] [Related]  

  • 18. Instructor facilitation mediates students' negative perceptions of active learning instruction.
    Park ES; Harlow A; AghaKouchak A; Baldi B; Burley N; Buswell N; Crooks R; Denenberg D; Ditto P; Edwards K; Junqueira MG; Geragotelis A; Holton A; Lanning J; Lehman R; Chen A; Pantano A; Rinehart J; Walter M; Williams A; Wong-Ma J; Yassa M; Sato B
    PLoS One; 2021; 16(12):e0261706. PubMed ID: 34941920
    [TBL] [Abstract][Full Text] [Related]  

  • 19. A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.
    Soneral PA; Wyse SA
    CBE Life Sci Educ; 2017; 16(1):. PubMed ID: 28213582
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Impact of flipped classroom model in increasing the achievement for medical students.
    Sourg HAA; Satti S; Ahmed N; Ahmed ABM
    BMC Med Educ; 2023 Apr; 23(1):287. PubMed ID: 37106403
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 14.