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Kimberly D. Tanner
Kimberly D. Tanner
Professor of Biology, San Francisco State University
Verified email at sfsu.edu - Homepage
Title
Cited by
Cited by
Year
Barriers to faculty pedagogical change: Lack of training, time, incentives, and… tensions with professional identity?
SE Brownell, KD Tanner
CBE—Life Sciences Education 11 (4), 339-346, 2012
9682012
Promoting student metacognition
KD Tanner
CBE—Life Sciences Education 11 (2), 113-120, 2012
9132012
Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity
KD Tanner
CBE—Life Sciences Education 12 (3), 322-331, 2013
6212013
Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex
D Allen, K Tanner
Cell biology education 4 (4), 262-268, 2005
5002005
Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity
G Trujillo, KD Tanner
CBE—Life Sciences Education 13 (1), 6-15, 2014
4842014
Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners
D Allen, K Tanner
CBE—Life Sciences Education 5 (3), 197-203, 2006
4662006
Teaching more by grading less (or differently)
J Schinske, K Tanner
CBE—Life Sciences Education 13 (2), 159-166, 2014
3872014
Approaches to biology teaching and learning: understanding the wrong answers—teaching toward conceptual change
K Tanner, D Allen
Cell biology education 4 (2), 112-117, 2005
2762005
Approaches to biology teaching and learning: learning styles and the problem of instructional selection—engaging all students in science courses
K Tanner, D Allen
Cell biology education 3 (4), 197-201, 2004
2622004
“What if students revolt?”—Considering student resistance: Origins, options, and opportunities for investigation
SB Seidel, KD Tanner
CBE—Life Sciences Education 12 (4), 586-595, 2013
2592013
Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups
K Tanner, LS Chatman, D Allen
Cell biology education 2 (1), 1-5, 2003
2532003
Damage to the cytoskeleton of large diameter sensory neurons and myelinated axons in vincristine‐induced painful peripheral neuropathy in the rat
KS Topp, KD Tanner, JD Levine
Journal of Comparative Neurology 424 (4), 563-576, 2000
2302000
Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking
JD Coley, KD Tanner
CBE—Life Sciences Education 11 (3), 209-215, 2012
2212012
Formalin induces biphasic activity in C-fibers in the rat
WD McCall, KD Tanner, JD Levine
Neuroscience letters 208 (1), 45-48, 1996
2201996
Microtubule disorientation and axonal swelling in unmyelinated sensory axons during vincristine‐induced painful neuropathy in rat
KD Tanner, JD Levine, KS Topp
Journal of Comparative Neurology 395 (4), 481-492, 1998
2141998
Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors
JD Coley, K Tanner
CBE—Life Sciences Education 14 (1), ar8, 2015
1972015
Making biology learning relevant to students: integrating people, history, and context into college biology teaching
K Chamany, D Allen, K Tanner
CBE—Life Sciences Education 7 (3), 267-278, 2008
1882008
Approaches to cell biology teaching: learning content in context—problem-based learning
D Allen, K Tanner
Cell Biology Education 2 (2), 73-81, 2003
1722003
Approaches to biology teaching and learning: On integrating pedagogical training into the graduate experiences of future science faculty
K Tanner, D Allen
CBE—Life Sciences Education 5 (1), 1-6, 2006
1492006
Approaches to cell biology teaching: questions about questions
D Allen, K Tanner
Cell Biology Education 1 (3), 63-67, 2002
1442002
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