How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities-Reference-Cited by-同舟云学术

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How faculty discipline and beliefs influence instructional uses of writing in STEM undergraduate courses at research-intensive universities

Published:2021-02 Issue:vol. 12 issue 3 Volume:12 Page:625-656
ISSN:2030-1006
Container-title:Journal of Writing Research
language:en
Short-container-title:Journal of Writing Research

Author:

Thompson R.,Finkenstaedt-Quinn S.,Shultz G.,Gere A.,Reynolds J.A

Publisher

ARLE (International Associaton for Research in L1 Education)

Subject

Literature and Literary Theory,Linguistics and Language,Language and Linguistics,Education

Cited by 8 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Automated Text Analysis of Organic Chemistry Students’ Written Hypotheses;Journal of Chemical Education;2024-02-15

2. Writing from within: how learning to write occurs in a Communication Studies curriculum;DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada;2024

3. Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses;Journal of Microbiology & Biology Education;2023-12-14

4. Integrating reading and writing with STEAM/STEM: A systematic review on STREAM education;Journal of Engineering Education;2023-12-13

5. Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course;LAK23: 13th International Learning Analytics and Knowledge Conference;2023-03-13

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