Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration
暂无分享,去创建一个
Henk G. Schmidt | Janke Cohen-Schotanus | H. Schmidt | H. T. Molen | J. Cohen-schotanus | T. Splinter | J. Bulte | R. Holdrinet | H. Rossum | Ted A. W. Splinter | Henk T. Molen | Jan Bulte | Rob Holdrinet | Herman J. M. Rossum | H. Molen | J. Cohen‐Schotanus
[1] E. Leskinen,et al. On the predictive value of entry-level skills for successful studying in medical school , 1999 .
[2] S. Schwartz,et al. Leaving College: Rethinking the Causes and Cures of Student Attrition , 1987 .
[3] M. A. Lamport,et al. Student-faculty informal interaction and the effect on college student outcomes: a review of the literature. , 1993, Adolescence.
[4] H. Schmidt,et al. Impact of problem‐based, active learning on graduation rates for 10 generations of Dutch medical students , 2009, Medical education.
[5] Cees P M van der Vleuten,et al. Does problem‐based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy , 2003, Medical education.
[6] Raymond P. Perry,et al. The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective , 2007 .
[7] Tom Prebble,et al. Being learner centred: one way to improve student retention? , 2006 .
[8] Vincent Tinto,et al. Classrooms as Communities: Exploring the Educational Character of Student Persistence. , 1997 .
[9] Albert J. J. A. Scherpbier,et al. An Analysis of Progress Test Results of PBL and Non-PBL Students. , 1998 .
[10] Richard E. Clark,et al. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .
[11] Ellen Jansen,et al. The influence of the curriculum organization on study progress in higher education , 2004 .
[12] Alexander W. Astin,et al. How “Good” is Your Institution's Retention Rate? , 1997 .
[13] Leonard Springer,et al. Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis , 1997 .
[14] B. Olds,et al. The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study , 2004 .
[15] K. Lonka,et al. Activating instruction: How to foster study and thinking skills in higher education , 1995 .
[16] Stanley G. Korenman,et al. Innovation in Medical Education: An Evaluation of Its Present Status , 1991 .
[17] A. Muijtjens,et al. The predictive validity of grade point average scores in a partial lottery medical school admission system , 2006, Medical education.
[18] John M. Braxton,et al. The Influence of Active Learning on the College Student Departure Process , 2000 .
[19] Milena K. Nigam,et al. The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning , 2022 .
[20] J. Carroll. A Model of School Learning , 1963, Teachers College Record: The Voice of Scholarship in Education.
[21] L W T Schuwirth,et al. Cross institutional collaboration in assessment: a case on progress testing , 2004, Medical Teacher.
[22] B. Millis. Making the Most of College: Students Speak Their Minds , 2002 .
[23] W.H.A. Hofman,et al. Student Success in University Education: A Multi-measurement Study of the Impact of Student and Faculty Factors on Study Progress , 2005 .
[24] Jeremy P. Smith,et al. Dropping out of medical school in the UK: explaining the changes over ten years , 2007, Medical education.
[25] R. Mayer. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.
[26] Ernest T. Pascarella,et al. How college affects students , 1991 .
[27] Vincent Tinto,et al. Colleges as Communities: Taking Research on Student Persistence Seriously , 1997, The Review of Higher Education.