Identifying Teachers' Supports of Metacognition Through Classroom Talk and Its Relation to Growth in Conceptual Learning von Zepeda, Cristina D, Hlutkowsky, Christina O, Partika, Anne C, Nokes-Malach, Timothy J

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Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study von Zepeda, Cristina D., Richey, J. Elizabeth, Ronevich, Paul, Nokes-Malach, Timothy J.

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The risk of spinal haematoma following neuraxial anaesthesia or lumbar puncture in thrombocytopenic individuals von Van Veen, Joost J., Nokes, Timothy J., Makris, Mike

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Damage caused by women's lower self-efficacy on physics learning von Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D., Nokes-Malach, Timothy J., Singh, Chandralekha

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Gendered Patterns in the Construction of Physics Identity from Motivational Factors von Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

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Why Female Science, Technology, Engineering, and Mathematics Majors Do Not Identify with Physics: They Do Not Think Others See Them That Way von Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D, Nokes-Malach, Timothy J, Singh, Chandralekha

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Thromboprophylaxis in patients with lower limb immobilisation – review of current status von Nokes, Timothy J. C., Keenan, Jonathan

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Significant reduction in hospital-acquired thrombosis: impact of national risk assessment and real-time feedback von Rowswell, Huw Raymond, Nokes, Timothy J C

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When Is It Better to Learn Together? Insights from Research on Collaborative Learning von Nokes-Malach, Timothy J., Richey, J. Elizabeth, Gadgil, Soniya

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Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures von Zepeda, Cristina D, Nokes-Malach, Timothy J

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Comparing Four Instructional Techniques for Promoting Robust Knowledge von Richey, J. Elizabeth, Nokes-Malach, Timothy J.

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Cognitive perspectives on maintaining physicians’ medical expertise: II. Acquiring, maintaining, and updating cognitive skills von Caddick, Zachary A., Fraundorf, Scott H., Rottman, Benjamin M., Nokes-Malach, Timothy J.

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Mechanisms of knowledge transfer von Nokes, Timothy J.

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Learning Through Case Comparisons: A Meta-Analytic Review von Alfieri, Louis, Nokes-Malach, Timothy J., Schunn, Christian D.

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Framework for unpacking students’ mindsets in physics by gender von Kalender, Z. Yasemin, Marshman, Emily, Schunn, Christian D., Nokes-Malach, Timothy J., Singh, Chandralekha

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Female Students with A's Have Similar Physics Self-Efficacy as Male Students with C's in Introductory Courses: A Cause for Alarm? von Marshman, Emily M, Kalender, Z. Yasemin, Nokes-Malach, Timothy, Schunn, Christian, Singh, Chandralekha

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Cognitive perspectives on maintaining physicians’ medical expertise: I. Reimagining Maintenance of Certification to promote lifelong learning von Rottman, Benjamin M., Caddick, Zachary A., Nokes-Malach, Timothy J., Fraundorf, Scott H.

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Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment von Fraundorf, Scott H., Caddick, Zachary A., Nokes-Malach, Timothy J., Rottman, Benjamin M.

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Cognitive perspectives on maintaining physicians’ medical expertise: V. Using a motivational framework to understand the benefits and costs of testing von Nokes-Malach, Timothy J., Fraundorf, Scott H., Caddick, Zachary A., Rottman, Benjamin M.

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Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention von Fraundorf, Scott H., Caddick, Zachary A., Nokes-Malach, Timothy J., Rottman, Benjamin M.

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