Marina Micari
Zitiert von
Zitiert von
Connecting to the professor: Impact of the student–faculty relationship in a highly challenging course
M Micari, P Pazos
College Teaching 60 (2), 41-47, 2012
Assessment beyond performance: Phenomenography in educational evaluation
M Micari, G Light, S Calkins, B Streitwieser
American Journal of Evaluation 28 (4), 458-476, 2007
Undergraduates leading undergraduates: Peer facilitation in a science workshop program
M Micari, B Streitwieser, G Light
Innovative Higher Education 30 (4), 269-288, 2005
Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes
M Micari, D Drane
Active Learning in Higher Education 12 (3), 175-187, 2011
Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years
D Drane, M Micari, G Light
Educational Research and Evaluation 20 (3), 210-230, 2014
Developing an instrument to characterise peer‐led groups in collaborative learning environments: assessing problem‐solving approach and group interaction
P Pazos, M Micari, G Light
Assessment & Evaluation in Higher Education 35 (2), 191-208, 2010
Becoming a leader along the way: Embedding leadership training into a large-scale peer-learning program in the STEM disciplines
M Micari, AK Gould, L Lainez
Journal of College Student Development 51 (2), 218-230, 2010
Instant messaging as a task-support tool in information technology organizations
P Pazos, JM Chung, M Micari
The Journal of Business Communication (1973) 50 (1), 68-86, 2013
Worrying about what others think: A social-comparison concern intervention in small learning groups
M Micari, P Pazos
Active learning in higher education 15 (3), 249-262, 2014
Reliance to Independence: Approaches to learning in peer‐led undergraduate science, technology, engineering, and mathematics workshops
M Micari, G Light
International Journal of Science Education 31 (13), 1713-1741, 2009
Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment
M Micari, P Pazos
Learning Environments Research 24 (1), 123-136, 2021
Less-than-perfect judges: Evaluating student evaluations
S Calkins, M Micari
The NEA Higher Education Journal 1 (2), 7-22, 2010
Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes
M Micari, S Calkins
Active Learning in Higher Education 22 (2), 143-157, 2021
Fitting in and feeling good: The relationships among peer alignment, instructor connectedness, and self-efficacy in undergraduate satisfaction with engineering
M Micari, P Pazos
European Journal of Engineering Education 41 (4), 380-392, 2016
Small-group learning in undergraduate STEM disciplines: Effect of group type on student achievement
M Micari, P Pazos, B Streitwieser, G Light
Educational Research and Evaluation 16 (3), 269-286, 2010
Among friends: The role of academic-preparedness diversity in individual performance within a small-group STEM learning environment
M Micari, Z Van Winkle, P Pazos
International Journal of Science Education 38 (12), 1904-1922, 2016
A matter of confidence: gender differences in attitudes toward engaging in lab and course work in undergraduate engineering
M Micari, P Pazos, MJZ Hartmann
Journal of Women and Minorities in Science and Engineering 13 (3), 2007
Promoting success: possible factors behind achievement of underrepresented students in a peer-led small-group STEM workshop program
M Micari, D Drane
Journal of Women and Minorities in Science and Engineering 13 (3), 2007
Small fish in a small pond: The impact of collaborative learning on academic success for less-prepared students in a highly selective stem environment
M Micari, P Pazos
Higher Education Research & Development 38 (2), 294-306, 2019
Supporting student learning outside the classroom: A research agenda for STEM academic support at the undergraduate level
M Micari, J Sriram, S Getty, C McCune, H Rice, S White
Working Paper). https://www. northwestern. edu/academic-support-learning …, 2021
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