The Relationship Between Students’ Perceptions of “Good Practices for Undergraduate Education” and the Paradigmatic Development of Disciplines in Course-Taking Behavior
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DOI: 10.1007/s11162-016-9433-z
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References listed on IDEAS
- Thomas F. Nelson Laird & Ty M. Cruce, 2009. "Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 290-314, May.
- Ernest T. Pascarella & Ty Cruce & Paul D. Umbach & Gregory C. Wolniak & George D. Kuh & Robert M. Carini & John C. Hayek & Robert M. Gonyea & Chun-Mei Zhao, 2006. "Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link?," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(2), pages 251-285, March.
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- K. C. Culver & Nicholas A. Bowman & Ernest T. Pascarella, 2021. "How Students’ Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(6), pages 765-788, September.
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Keywords
Good teaching practices; Paradigmatic development; Curriculum;All these keywords.
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