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Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace
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In: MedEdPORTAL (2020)
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Challenges and adaptations in implementing an English-medium medical program:a case study in China.
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In: BMC medical education, vol 19, iss 1 (2019)
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Challenges and adaptations in implementing an English-medium medical program:a case study in China
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In: Yang, Miao; O'Sullivan, Patricia S; Irby, David M; Chen, Zexin; Lin, Chun; & Lin, Changmin. (2019). Challenges and adaptations in implementing an English-medium medical program:a case study in China. BMC MEDICAL EDUCATION, 19(1), 15. doi:10.1186/s12909-018-1452-3. UCSF: Retrieved from: http://www.escholarship.org/uc/item/05n0g32d (2019)
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The Dialectic of Marguerite de Navarre
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In: Georgia State Undergraduate Research Conference (2016)
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The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse
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In: Teacher Education and Leadership Faculty Publications (2016)
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Negotiating White Science in a Racially and Ethnically Diverse United States
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In: Middle and Secondary Education Dissertations (2015)
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Predictors of achievement when virtual manipulatives are used for mathematics instruction
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In: Teacher Education and Leadership Faculty Publications (2014)
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An Examination of Commuter and Residential Student Time Allocation and Relationship to Student Retention
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Abstract:
Over the past five decades, numerous theories about college student attrition have attempted to explain student departure. Conclusions drawn by the literature broadly acknowledge that students are less likely to depart if they are academically engaged and socially integrated with the campus. Further, students who reside in a campus residence hall are less likely to depart. The literature further informs us that the activities that residential students engage in while living on campus positively affect persistence, resulting in improved student retention in comparison with their commuter counterparts. Understanding how commuter students allocate their time as compared to residential students may reveal important differences. At the institution where the study was conducted, residential students have generally persisted to the second year at a higher rate than commuter students. This study examined how these two groups allocate their time for academic and social engagements using data from the College Student Experiences Questionnaire, as well as from focus groups. This study found that time allocation behaviors between the two groups were significantly different. The study did not however, find a correlation between time allocation behaviors and first-to-second year persistence. The findings did reveal important questions for future research and implications for programs and policies that may help commuters more effectively allocate their time, with the longer term goal of improving commuter student retention.
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Keyword:
commuter student time; residential student time; time allocation; time allocation activities
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URL: http://hdl.handle.net/10027/9991
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Bimusical Identity of Children in a Mexican American School
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Perceptions of Administrators and Teachers Regarding Kindergarten Giftedness
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In: Doctoral Dissertations and Projects (2011)
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Common Features of Professional Development Activities for Mathematics and Science Teachers
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In: Teacher Education and Leadership Faculty Publications (2011)
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Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment
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In: Kruidering-Hall, Marieke; O’Sullivan, Patricia S.; & Chou, Calvin L.(2009). Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment. Journal of General Internal Medicine, 24(6), pp 721-726. doi:10.1007/s11606-009-0983-z. Retrieved from: http://www.escholarship.org/uc/item/3303q5n3 (2009)
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Urinary incontinence in community-dwelling older Mexican American and European American women
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