Tessa Andrews

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	Wszystkie	Od 2020
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Steven KalinowskiProfessor, Montana State UniversityZweryfikowany adres z montana.edu
Paula P. LemonsAssociate Dean Franklin College of Arts and Sciences, Professor Biochemistry and Molecular BiologyZweryfikowany adres z uga.edu
Daniel L. ReinholzProfessor of Mathematics Education, San Diego State UniversityZweryfikowany adres z mail.sdsu.edu
Anna Jo AuerbachSalisbury UniversityZweryfikowany adres z salisbury.edu
Peggy BrickmanProfessor of Plant Biology, University of GeorgiaZweryfikowany adres z uga.edu
Erin DolanProfessor, University of GeorgiaZweryfikowany adres z uga.edu
Ross H. NehmProfessor, Ecology & Evolution, Program in Science Education, Stony Brook UniversityZweryfikowany adres z stonybrook.edu
Luanna PrevostUniversity of South FloridaZweryfikowany adres z usf.edu
Jennifer KnightProfessor, MCD Biology, University of Colorado BoulderZweryfikowany adres z colorado.edu
Mark Urban-LurainAssociate Professor Emeritus, Michigan State UniversityZweryfikowany adres z msu.edu
Kathryn PerezUniversity of Texas Rio Grande ValleyZweryfikowany adres z utrgv.edu
Rebecca M PriceUniversity of Washington BothellZweryfikowany adres z uw.edu
Andrea R LittProfessor, Department of Ecology, Montana State UniversityZweryfikowany adres z montana.edu
Clyde F. HerreidProfessor of Biological Sciences, University at BuffaloZweryfikowany adres z buffalo.edu
Jessica GehrtzUniversity of Texas at San AntonioZweryfikowany adres z utsa.edu
Jun ZhaoAssistant Professor of Sociology, University of South CarolinaZweryfikowany adres z mailbox.sc.edu
Joel K. AbrahamCalifornia State University, FullertonZweryfikowany adres z fullerton.edu
Alex H. WaughPostdoctoral Research Associate, Michigan State UniversityZweryfikowany adres z uga.edu
A. Kelly LaneUniversity of MinnesotaZweryfikowany adres z umn.edu
Rosa MoscarellaUniversity of Massachusetts AmherstZweryfikowany adres z umass.edu

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Tessa Andrews

University of Georgia

Zweryfikowany adres z uga.edu - Strona główna

Biology education research


Tytuł Sortuj wg cytatów Sortuj wg roku Sortuj wg tytułu	Cytowane przez Cytowane przez	Rok
Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses TM Andrews, MJ Leonard, CA Colgrove, ST Kalinowski CBE—Life Sciences Education 10 (4), 394-405, 2011	597	2011
Change theory and theory of change: what’s the difference anyway? DL Reinholz, TC Andrews International Journal of STEM Education 7, 1-12, 2020	364	2020
It’s personal: Biology instructors prioritize personal evidence over empirical evidence in teaching decisions TC Andrews, PP Lemons CBE—Life Sciences Education 14 (1), ar7, 2015	184	2015
Misconceptions yesterday, today, and tomorrow MJ Leonard, ST Kalinowski, TC Andrews CBE—Life Sciences Education 13 (2), 179-186, 2014	139	2014
Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking AJJ Auerbach, TC Andrews International journal of STEM education 5, 1-25, 2018	120	2018
Biology undergraduates’ misconceptions about genetic drift TM Andrews, RM Price, LS Mead, TL McElhinny, A Thanukos, KE Perez, ... CBE—Life Sciences Education 11 (3), 248-259, 2012	106	2012
Teacher knowledge for active-learning instruction: Expert–novice comparison reveals differences AJ Auerbach, M Higgins, P Brickman, TC Andrews CBE—Life Sciences Education 17 (1), ar12, 2018	96	2018
Change theory in STEM higher education: A systematic review DL Reinholz, I White, T Andrews International Journal of STEM Education 8 (1), 37, 2021	88	2021
Colleagues as change agents: How department networks and opinion leaders influence teaching at a single research university TC Andrews, EP Conaway, J Zhao, EL Dolan CBE—Life Sciences Education 15 (2), ar15, 2016	81	2016
Moving evolution education forward: a systematic analysis of literature to identify gaps in collective knowledge for teaching MA Ziadie, TC Andrews CBE—Life Sciences Education 17 (1), ar11, 2018	78	2018
The genetic drift inventory: a tool for measuring what advanced undergraduates have mastered about genetic drift RM Price, TC Andrews, TL McElhinny, LS Mead, JK Abraham, ... CBE—Life Sciences Education 13 (1), 65-75, 2014	74	2014
Nothing in evolution makes sense except in the light of DNA ST Kalinowski, MJ Leonard, TM Andrews CBE—Life Sciences Education 9 (2), 87-97, 2010	70	2010
Exploring the relationship between teacher knowledge and active-learning implementation in large college biology courses TC Andrews, AJJ Auerbach, EF Grant CBE—Life Sciences Education 18 (4), ar48, 2019	52	2019
A model of the factors influencing teaching identity among life sciences doctoral students AK Lane, C Hardison, A Simon, TC Andrews Journal of Research in Science Teaching 56 (2), 141-162, 2019	48	2019
“Are humans evolving?” A classroom discussion to change student misconceptions regarding natural selection TM Andrews, ST Kalinowski, MJ Leonard Evolution: Education and Outreach 4, 456-466, 2011	46	2011
What motivates biology instructors to engage and persist in teaching professional development? JS McCourt, TC Andrews, JK Knight, JE Merrill, RH Nehm, KN Pelletreau, ... CBE—Life Sciences Education 16 (3), ar54, 2017	42	2017
Through the eyes of faculty: Using personas as a tool for learner-centered professional development P Zagallo, J McCourt, R Idsardi, MK Smith, M Urban-Lurain, TC Andrews, ... CBE—Life Sciences Education 18 (4), ar62, 2019	40	2019
Six classroom exercises to teach natural selection to undergraduate biology students ST Kalinowski, MJ Leonard, TM Andrews, AR Litt CBE—Life Sciences Education 12 (3), 483-493, 2013	34	2013
Evading race: STEM faculty struggle to acknowledge racialized classroom events GP King, T Russo-Tait, TC Andrews CBE—Life Sciences Education 22 (1), ar14, 2023	32	2023
A clicker-based case study that untangles student thinking about the processes in the central dogma KN Pelletreau, T Andrews, N Armstrong, MA Bedell, F Dastoor, N Dean, ...	32	2021

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