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Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms
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Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms (2021)Elaborative learning practices are associ…Mindsets: A View From Two Eras (2019)Mindsets: A View From Two ErasMeasuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Measuring actual learning ver…Evaluating Effect Size in Psychological Research: Sense and Nonsense (2019)Evaluating Effect Size in Psy…A national experiment reveals where a growth mindset improves achievement (2019)A national experiment reveals…To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? 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(2024)Instructor mindset beliefs an…Teacher Beliefs and Student Learning (2023)Teacher Beliefs and Student L…Mastering the Techniques of Teaching (1985)Using the Pause Procedure to Enhance Lecture Recall (1987)The relationship between verbal teacher immediacy behaviors and student learning (1988)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Practical Meta-Analysis (2000)Does Active Learning Work? 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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives110,919 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics11,824 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching7,181 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1991Active learning : creating excitement in the classroom5,035 cited
  • 2013Improving Students’ Learning With Effective Learning Techniques3,763 cited
  • 2019Evaluating Effect Size in Psychological Research: Sense and Nonsense3,370 cited
  • 2017psych: Procedures for Personality and Psychological Research3,321 cited
  • 2001Peer Instruction: Ten years of experience and results2,826 cited
  • 2005Women and science careers: leaky pipeline or gender filter?1,974 cited
  • 2019A national experiment reveals where a growth mindset improves achievement1,761 cited
  • 2019Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom1,732 cited
  • 2019Mindsets: A View From Two Eras1,564 cited
  • 2005Classroom Goal Structure, Student Motivation, and Academic Achievement

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1,374 cited
  • 2011Improved Learning in a Large-Enrollment Physics Class1,349 cited
  • 2018To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses1,159 cited
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    • 2024Instructor mindset beliefs and behaviors: How do students and instructors perceive them?33 cited
    • 2023Teacher Beliefs and Student Learning31 cited