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Pubmed for Handhelds

PUBMED FOR HANDHELDS

Journal Abstract Search

514 related items for PubMed ID: 16719964

  • 1.
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  • 2. The teacher's role in promoting collaborative dialogue in the classroom.
    Webb NM.
    Br J Educ Psychol; 2009 Mar; 79(Pt 1):1-28. PubMed ID: 19054431
    [Abstract] [Full Text] [Related]

  • 3. Students' and teachers' perceived and actual verbal interactions in seminar groups.
    Jaarsma AD, Dolmans DD, Muijtjens AM, Boerboom TT, van Beukelen P, Scherpbier AJ.
    Med Educ; 2009 Apr; 43(4):368-76. PubMed ID: 19335579
    [Abstract] [Full Text] [Related]

  • 4. Teachers' modeling advantage and their modeling effects on college students' learning styles and occupational stereotypes: a case of collaborative teaching in technical courses.
    Chiou WB, Yang CC.
    Adolescence; 2006 Apr; 41(164):723-37. PubMed ID: 17240777
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  • 6. Class size, pupil attentiveness and peer relations.
    Blatchford P, Edmonds S, Martin C.
    Br J Educ Psychol; 2003 Mar; 73(Pt 1):15-36. PubMed ID: 12639275
    [Abstract] [Full Text] [Related]

  • 7. Teachers' perceptions of remediation possibilities of Dutch students in special education.
    Bakker JT, Bosman AM.
    Br J Educ Psychol; 2006 Dec; 76(Pt 4):745-59. PubMed ID: 17094884
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  • 8. Students' perspectives on their high school experience.
    Certo JL, Cauley KM, Chafin C.
    Adolescence; 2003 Dec; 38(152):705-24. PubMed ID: 15053496
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  • 9. The effects of metacognitive training versus worked-out examples on students' mathematical reasoning.
    Mevarech ZR, Kramarski B.
    Br J Educ Psychol; 2003 Dec; 73(Pt 4):449-71. PubMed ID: 14713372
    [Abstract] [Full Text] [Related]

  • 10. Self-managed learning groups in higher education: students' perceptions of process and outcomes.
    Lizzio A, Wilson K.
    Br J Educ Psychol; 2005 Sep; 75(Pt 3):373-90. PubMed ID: 16238872
    [Abstract] [Full Text] [Related]

  • 11. Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation.
    Lau S, Liem AD, Nie Y.
    Br J Educ Psychol; 2008 Dec; 78(Pt 4):639-62. PubMed ID: 18166143
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  • 14. Physiotherapy students' and clinical teachers' perceptions of clinical learning opportunities: a case study.
    Ernstzen DV, Bitzer E, Grimmer-Somers K.
    Med Teach; 2009 Mar; 31(3):e102-15. PubMed ID: 19089724
    [Abstract] [Full Text] [Related]

  • 15. Interactions between peers with and without severe handicaps: dynamics of teacher intervention.
    Cole DA, Meyer LH, Vandercook T, McQuarter RJ.
    Am J Ment Defic; 1986 Sep; 91(2):160-9. PubMed ID: 3766616
    [Abstract] [Full Text] [Related]

  • 16. Students' use of self-reflective thinking: when teaching becomes coaching.
    van Velzen JH, Tillema HH.
    Psychol Rep; 2004 Dec; 95(3 Pt 2):1229-38. PubMed ID: 15762405
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  • 17. Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training.
    Souvignier E, Kronenberger J.
    Br J Educ Psychol; 2007 Dec; 77(Pt 4):755-71. PubMed ID: 17535507
    [Abstract] [Full Text] [Related]

  • 18. Teachers' interactions and their collaborative reflection processes during peer meetings.
    Tigelaar DE, Dolmans DH, Meijer PC, de Grave WS, van der Vleuten CP.
    Adv Health Sci Educ Theory Pract; 2008 Aug; 13(3):289-308. PubMed ID: 17109188
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  • 19. Using narrative pedagogy: learning and practising interpretive thinking.
    Ironside PM.
    J Adv Nurs; 2006 Aug; 55(4):478-86. PubMed ID: 16866843
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  • 20. Understanding the experience of being taught by peers: the value of social and cognitive congruence.
    Lockspeiser TM, O'Sullivan P, Teherani A, Muller J.
    Adv Health Sci Educ Theory Pract; 2008 Aug; 13(3):361-72. PubMed ID: 17124627
    [Abstract] [Full Text] [Related]

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