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The Importance of Teaching Academic Reading Skills In First-Year University Courses
8 references·8 citing·38 second hop
The Importance of Teaching Academic Reading Skills In First-Year University Courses (2009)The Importance of Teaching Academic Readi…What the student does: teaching for enhanced learning (2012)What the student does: teachi…What the Best College Teachers Do (2011)What the Best College Teacher…What the Best College Teachers Do (2005)What the Best College Teacher…What the Student Does: teaching for enhanced learning (1999)What the Student Does: teachi…The University of Learning (1999)The University of LearningEngaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (1996)Engaging Ideas: The Professor…Learning How to Learn (1984)Learning How to LearnON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…Developing genre awareness in collaborative academic reading: A case study of novice academic learners (2023)Developing genre awareness in…Penggunaan Kahoot Sebagai Media Pembelajaran Berbasis Permaianan Sebagai Bentuk Variasi Pembelajaran (2020)Penggunaan Kahoot Sebagai Med…THE IMPLEMENTATION OF READING INSTRUCTION IN EFL CLASSROOM (2019)THE IMPLEMENTATION OF READING…Learning Strategies in Reading: The Case of Indonesian Language Education Student Teachers (2019)Learning Strategies in Readin…Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy (2018)Academic Reading: Comparing S…Academic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study (2016)Academic Reading Strategies u…Storytelling as Academic Discourse: Bridging the Cultural-Linguistic Divide in the Era of the Common Core (2014)Storytelling as Academic Disc…Journal of University Teaching & Learning Practice (2013)Journal of University Teachin…Teaching For Quality Learning At University (1999)Learning to Teach in Higher Education (2003)Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability (2013)Principles of Good Practice in SoTL (2013)Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015)Case Study Research: Design and Methods (1984)Situated Learning: Legitimate Peripheral Participation. (1994)Using thematic analysis in psychology (2006)Developing and enhancing undergraduate final-year projects and dissertations (2013)Role-play and student engagement: reflections from the classroom (2015)Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model (2019)Those Who Understand: Knowledge Growth in Teaching (1986)How College Affects Students (1992)The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (2000)Teaching and Learning In Higher Education (2008)Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist (2015)From Teaching to Learning — A New Paradigm For Undergraduate Education (1995)Creating Something from Nothing: Resource Construction through Entrepreneurial Bricolage (2005)Teaching for quality learning at university (2008)Barriers to reading in higher education: Rethinking reading support (2019)How individuals learn to do more with less: The role of informal learning and the effects of higher-level education and unemployment in Ghana (2022)Enhancing teaching through constructive alignment (1996)Teaching and Learning in their Disciplinary Contexts: A conceptual analysis (2002)Real‐world learning opportunities in sustainability: from classroom into the real world (2010)Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021)The reflective institution: Assuring and enhancing the quality of teaching and learning (2001)On the unit of description in phenomenography (2005)Understanding What We Mean by the Generic Attributes of Graduates (2006)Beyond active learning: a constructivist approach to learning (2004)Authentic Learning Environments (2013)Motivation in Learning (2020)Technology in Support of Collaborative Learning (2007)The Empirical Case against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students. (2007)Teaching Critical Thinking Skills: Literature Review. (2020)Phenomenography ? Describing conceptions of the world around us (1981)Dual coding theory and education (1991)Designing a Qualitative Study (2009)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)
this work references cited by second hop

References

  • 1984Learning How to Learn5,192 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 1996Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom1,448 cited
  • 1999What the Student Does: teaching for enhanced learning1,332 cited
  • 2005What the Best College Teachers Do1,236 cited
  • 2011What the Best College Teachers Do1,066 cited
  • 2012What the student does: teaching for enhanced learning864 cited
  • 1999The University of Learning659 cited

Cited by

  • 2013Journal of University Teaching & Learning Practice141 cited
  • 2018Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy53 cited
  • 2020Penggunaan Kahoot Sebagai Media Pembelajaran Berbasis Permaianan Sebagai Bentuk Variasi Pembelajaran36 cited
  • 2016Academic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study30 cited
  • 2019Learning Strategies in Reading: The Case of Indonesian Language Education Student Teachers29 cited
  • 2014Storytelling as Academic Discourse: Bridging the Cultural-Linguistic Divide in the Era of the Common Core28 cited
  • 2019

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THE IMPLEMENTATION OF READING INSTRUCTION IN EFL CLASSROOM
28 cited
  • 2023Developing genre awareness in collaborative academic reading: A case study of novice academic learners15 cited