467 related articles for article (PubMed ID: 25673354)
1. Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.
Snyder JJ; Carter BE; Wiles JR
CBE Life Sci Educ; 2015 Mar; 14(1):ar2. PubMed ID: 25673354
[TBL] [Abstract][Full Text] [Related]
2. Peer-Led Team Learning Helps Minority Students Succeed.
Snyder JJ; Sloane JD; Dunk RD; Wiles JR
PLoS Biol; 2016 Mar; 14(3):e1002398. PubMed ID: 26959826
[TBL] [Abstract][Full Text] [Related]
3. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology.
Kudish P; Shores R; McClung A; Smulyan L; Vallen EA; Siwicki KK
CBE Life Sci Educ; 2016; 15(3):. PubMed ID: 27496361
[TBL] [Abstract][Full Text] [Related]
4. 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]
5. Introductory biology courses: a framework to support active learning in large enrollment introductory science courses.
Smith AC; Stewart R; Shields P; Hayes-Klosteridis J; Robinson P; Yuan R
Cell Biol Educ; 2005; 4(2):143-56. PubMed ID: 15917873
[TBL] [Abstract][Full Text] [Related]
6. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.
Snyder JJ; Wiles JR
PLoS One; 2015; 10(1):e0115084. PubMed ID: 25629311
[TBL] [Abstract][Full Text] [Related]
7. Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.
Batz Z; Olsen BJ; Dumont J; Dastoor F; Smith MK
CBE Life Sci Educ; 2015; 14(2):. PubMed ID: 25976652
[TBL] [Abstract][Full Text] [Related]
8. Integration of bioinformatics into an undergraduate biology curriculum and the impact on development of mathematical skills.
Wightman B; Hark AT
Biochem Mol Biol Educ; 2012; 40(5):310-9. PubMed ID: 22987552
[TBL] [Abstract][Full Text] [Related]
9. Replacing lecture with peer-led workshops improves student learning.
Preszler RW
CBE Life Sci Educ; 2009; 8(3):182-92. PubMed ID: 19723813
[TBL] [Abstract][Full Text] [Related]
10. Supplemental instruction in introductory biology I: enhancing the performance and retention of underrepresented minority students.
Rath KA; Peterfreund AR; Xenos SP; Bayliss F; Carnal N
CBE Life Sci Educ; 2007; 6(3):203-16. PubMed ID: 17785403
[TBL] [Abstract][Full Text] [Related]
11. Peer learning and support of technology in an undergraduate biology course to enhance deep learning.
Tsaushu M; Tal T; Sagy O; Kali Y; Gepstein S; Zilberstein D
CBE Life Sci Educ; 2012; 11(4):402-12. PubMed ID: 23222836
[TBL] [Abstract][Full Text] [Related]
12. Peer-led team learning model in a graduate-level nursing course.
White P; Rowland AB; Pesis-Katz I
J Nurs Educ; 2012 Aug; 51(8):471-5. PubMed ID: 22766075
[TBL] [Abstract][Full Text] [Related]
13. Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning.
Stanger-Hall KF; Lang S; Maas M
CBE Life Sci Educ; 2010; 9(4):489-503. PubMed ID: 21123696
[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. Student use of out-of-class study groups in an introductory undergraduate biology course.
Rybczynski SM; Schussler EE
CBE Life Sci Educ; 2011; 10(1):74-82. PubMed ID: 21364102
[TBL] [Abstract][Full Text] [Related]
16. Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.
Goodman BE; Koster KL; Redinius PL
Adv Physiol Educ; 2005 Jun; 29(2):112-7. PubMed ID: 15905156
[TBL] [Abstract][Full Text] [Related]
17. Connecting biology and organic chemistry introductory laboratory courses through a collaborative research project.
Boltax AL; Armanious S; Kosinski-Collins MS; Pontrello JK
Biochem Mol Biol Educ; 2015; 43(4):233-44. PubMed ID: 26148149
[TBL] [Abstract][Full Text] [Related]
18. 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]
19. What's in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course.
Sato BK; Lee AK; Alam U; Dang JV; Dacanay SJ; Morgado P; Pirino G; Brunner JE; Castillo LA; Chan VW; Sandholtz JH
CBE Life Sci Educ; 2017; 16(1):. PubMed ID: 28232587
[TBL] [Abstract][Full Text] [Related]
20. A new approach for laboratory exercise of pathophysiology in China based on student-centered learning.
Chen J; Zhou J; Sun L; Wu Q; Lu H; Tian J
Adv Physiol Educ; 2015 Jun; 39(2):116-9. PubMed ID: 26031728
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
