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AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher
16 references·0 citing·41 second hop
AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher (2000)AMEE Guide No 20: The good teacher is mor…What the student does: teaching for enhanced learning (2012)What the student does: teachi…Designing Courses for Higher Education (1999)Designing Courses for Higher …AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide (1999)AMEE Medical Education Guide …Role modelsʼ perceptions of themselves and their influence on studentsʼ specialty choices (1997)Role modelsʼ perceptions of t…Models of Learning: Tools for Teaching (1997)Models of Learning: Tools for…What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula (1995)What makes a tutor effective?…The effects of medical school curricula, faculty role models, and biomedical research support on choice of generalist physician careers (1995)The effects of medical school…Mentoring in Action: A Practical Guide for Managers (1995)Mentoring in Action: A Practi…Technology in the Classroom: The Teacher's New Role and Resistance to It (1993)Technology in the Classroom: …In Search of Understanding: The Case for Constructivist Classrooms (1993)In Search of Understanding: T…How professors develop as teachers (1993)How professors develop as tea…Becoming a master manager: A competency framework (1992)Becoming a master manager: A …Assessment and the promotion of academic values (1990)Assessment and the promotion …Cognitive Conceptions of Learning (1986)Cognitive Conceptions of Lear…Problem-based learning : an approach to medical education (1980)Problem-based learning : an a…The measurement of organizational commitment (1979)The measurement of organizati…Coefficient Alpha and the Internal Structure of Tests (1951)The Varimax Criterion for Analytic Rotation in Factor Analysis (1958)Men and Women of the Corporation. (1978)The measurement and antecedents of affective, continuance and normative commitment to the organization (1990)A three-component conceptualization of organizational commitment (1991)The Commitment-Trust Theory of Relationship Marketing (1994)Educating the reflective practitioner (1987)Situated Cognition and the Culture of Learning (1989)Peer Assessment Between Students in Colleges and Universities (1998)The use of self-, peer and co-assessment in higher education: A review (1999)Self and Peer Assessment in School and University: Reliability, Validity and Utility (2006)Reflective Practitioner (2014)Teaching For Quality Learning At University (1999)Teaching For Quality Learning At University (1999)Learning to Teach in Higher Education (2003)The Georgetown Consortium Project: Interventions for Student Learning Abroad (2009)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)Plans and the structure of behavior. (1960)Conditions of Learning (1965)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Enhancing teaching through constructive alignment (1996)A taxonomy of problem‐based learning methods (1986)The Transition (1993)Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography (2005)Problem-based learning: Where are we now? (2008)Biology students’ utilization of tutors’ formative feedback: a qualitative interview study (2005)STUDENT-CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS? (2005)Writing and using learning outcomes: a practical guide (2006)Problem-Based Learning: What and How Do Students Learn? (2004)Overview of Problem-based Learning: Definitions and Distinctions (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Problem Based Learning: An instructional model and its constructivist framework (1995)The BSCS 5E Instructional Model: Origins and Effectiveness (2006)What Lies Beneath? The Experiential Essence of Entrepreneurial Thinking (2007)Effectiveness of problem‐based learning curricula: theory, practice and paper darts (2000)Understanding the experience of being taught by peers: the value of social and cognitive congruence (2006)The process of problem‐based learning: what works and why (2011)Developing global managers’ competencies using the fuzzy DEMATEL method (2006)The new competence concept in higher education: error or enrichment? (2009)Conceptions of Professional Competence (2014)
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References

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  • 1980Problem-based learning : an approach to medical education2,480 cited
  • 1993In Search of Understanding: The Case for Constructivist Classrooms2,130 cited
  • 1986Cognitive Conceptions of Learning1,120 cited
  • 2012What the student does: teaching for enhanced learning880 cited
  • 1999Designing Courses for Higher Education461 cited
  • 1990Assessment and the promotion of academic values421 cited
  • 1995What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula406 cited
  • 1992Becoming a master manager: A competency framework322 cited
  • 1999AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide315 cited
  • 1993How professors develop as teachers238 cited
  • 1997Models of Learning: Tools for Teaching177 cited
  • 1993Technology in the Classroom: The Teacher's New Role and Resistance to It159 cited
  • 1995Mentoring in Action: A Practical Guide for Managers144 cited
  • 1995The effects of medical school curricula, faculty role models, and biomedical research support on choice of generalist physician careers128 cited

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  • 1997Role modelsʼ perceptions of themselves and their influence on studentsʼ specialty choices124 cited
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