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Results #1-#10 of 100+
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1.
STEMing the tide: Using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).
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PER Literature
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J. Stout, N. Dasgupta, M. Hunsinger, and M. McManus, Pers Soc Psychol,
100
(2), 255-270 (2010).
Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving…
https://doi.org/10.1037/a0021385
2.
Examining intersectionality and inclusivity in geosciences education research: A synthesis of the literature 2008–2018
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A. Mattheis, M. Murphy, and E. Marin-Spiotta, J. Geosci. Educ.,
67
(4), 505-517 (2019).
This article reviews geoscience education research published since the December 2007 “Broadening Participation” issue of the Journal of Geoscience Education to examine how research…
https://doi.org/10.1080/10899995.2019.1656522
3.
A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course
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K. Fuller and C. Torres Rivera, Front. Microbiol.,
11
(1) (2021).
Using a culturally responsive approach to an undergraduate microbiology lab, students at a Hispanic-serving institution devised experiments to test whether home remedies developed by…
https://doi.org/10.3389/fmicb.2020.577852
4.
COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color
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K. Scott and M. Aleta White, Urban Educ.,
48
(5), 657-681 (2013).
This article investigates the motivations of African American and Latino girls ages 13-18) who navigate urban Southwest school districts during the day, but voluntarily attend a…
https://doi.org/10.1177/0042085913491219
5.
Justice-centered science pedagogy: A catalyst for academic achievement and social transformation
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D. Morales-Doyle, Sci. Educ.,
101
(6), 1034-1060 (2017).
Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice-centered science pedagogy is introduced as a…
https://doi.org/10.1002/sce.21305
6.
Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing
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C. Ashcraft, E. Eger, and K. Scott, Anthropol. Educ. Q.,
48
(3), 233-251 (2017).
Drawing from a two-year ethnography, this article juxtaposes the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’…
https://doi.org/10.1111/aeq.12197
7.
How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
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S. Cwik and C. Singh, Phys. Rev. Phys. Educ. Res.,
17
(2), 020143 (2021).
Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020143
8.
Approaches to Cell Biology Teaching: Questions about Questions
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D. Allen and K. Tanner, CBE Life. Sci. Educ.,
1
(3), 63-67 (2002).
There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic,…
https://doi.org/10.1187/cbe.02-07-0021
9.
Increased learning in a college physics course with timely use of short multimedia summaries
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S. Dunleavy, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers, Phys. Rev. Phys. Educ. Res.,
18
(1), 010110 (2022).
The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010110
10.
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy
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T. Haskell, E. Borda, and A. Boudreaux, Phys. Rev. Phys. Educ. Res.,
18
(1), 010108 (2022).
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010108
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Results #1-#10 of 100+
