Cikkek nyilvánosan hozzáférhető megbízással - Jenny McFarlandTovábbi információ
Valahol hozzáférhető: 13
Checking equity: Why differential item functioning analysis should be a routine part of developing conceptual assessments
P Martinková, A Drabinová, YL Liaw, EA Sanders, JL McFarland, ...
CBE—Life Sciences Education 16 (2), rm2, 2017
Megbízások: US National Science Foundation
Broadening participation in biology education research: Engaging community college students and faculty
JN Schinske, VL Balke, MG Bangera, KM Bonney, SE Brownell, RS Carter, ...
CBE—Life Sciences Education 16 (2), mr1, 2017
Megbízások: US National Science Foundation, Howard Hughes Medical Institute
Development and validation of the homeostasis concept inventory
JL McFarland, RM Price, MP Wenderoth, P Martinková, W Cliff, J Michael, ...
CBE—Life Sciences Education 16 (2), ar35, 2017
Megbízások: US National Science Foundation
A conceptual framework for homeostasis: development and validation
J McFarland, MP Wenderoth, J Michael, W Cliff, A Wright, H Modell
Advances in physiology education 40 (2), 213-222, 2016
Megbízások: US National Science Foundation
Validating a conceptual framework for the core concept of “cell-cell communication”
J Michael, P Martinkova, J McFarland, A Wright, W Cliff, H Modell, ...
Advances in Physiology Education 41 (2), 260-265, 2017
Megbízások: US National Science Foundation
The pipeline of physiology courses in community colleges: to university, medical school, and beyond
J McFarland, P Pape-Lindstrom
Advances in physiology education 40 (4), 473-476, 2016
Megbízások: US National Science Foundation
Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach
S Stavrianeas, G Bangera, C Bronson, S Byers, W Davis, A DeMarais, ...
Plos one 17 (7), e0271123, 2022
Megbízások: US National Science Foundation
How students reason about matter flows and accumulations in complex biological phenomena: an emerging learning progression for mass balance
EE Scott, J Cerchiara, JL McFarland, MP Wenderoth, JH Doherty
Journal of Research in Science Teaching 60 (1), 63-99, 2023
Megbízások: US National Science Foundation
Oaks to arteries: the Physiology Core Concept of flow down gradients supports transfer of student reasoning
JH Doherty, JA Cerchiara, EE Scott, LN Jescovitch, JL McFarland, ...
Advances in Physiology Education 47 (2), 282-295, 2023
Megbízások: US National Science Foundation
What lies beneath? A systems thinking approach to catalyzing department-level curricular and pedagogical reform through the northwest PULSE workshops
A DeMarais, G Bangera, C Bronson, S Byers, W Davis, N Linder, ...
Transformative Dialogues: Teaching and Learning Journal 14 (3), 2022
Megbízások: US National Science Foundation
What a difference in pressure makes! A framework describing undergraduate students’ reasoning about bulk flow down pressure gradients
JH Doherty, EE Scott, JA Cerchiara, LN Jescovitch, JL McFarland, ...
CBE—Life Sciences Education 22 (2), ar23, 2023
Megbízások: US National Science Foundation
Assessing Community College Biology Student Perceptions of Being Called on in Class
SM Alvares, JG Shlichta, JL McFarland, EJ Theobald
CBE—Life Sciences Education 22 (4), ar51, 2023
Megbízások: Howard Hughes Medical Institute
Cultivating a Science, Technology, Engineering and Mathematics (STEM) community for two-year college student success and persistence
D Leoni, T Fleming, JL McFarland
Plos one 18 (9), e0290958, 2023
Megbízások: US National Science Foundation
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