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Showing 85 to 96 of 109 entries
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Pathways to effective teaching.

Early Childhood Research Quarterly

Howes C., James J., Ritchie S..
UIID-AC: 97
2003;18:104-120. doi: 10.1016/S0885-2006(03)00008-5.

Given the importance of effective teaching to children's development in child care and the difficulty of keeping highly educated teachers in the field, we examined pathways to effective teaching within a group of primarily African-American and Latino teachers working...

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Howes C., James J., Ritchie S.. Pathways to effective teaching. 2003;18:104-120doi: 10.1016/S0885-2006(03)00008-5.
Howes C., James J., & Ritchie S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18104-120. https://doi.org/10.1016/S0885-2006(03)00008-5
Howes C., et al. "Pathways to effective teaching." Early Childhood Research Quarterly vol. 18 (2003): 104-120. doi: https://doi.org/10.1016/S0885-2006(03)00008-5
Howes C., James J., Ritchie S.. Pathways to effective teaching. 2003;18:104-120. doi: 10.1016/S0885-2006(03)00008-5. UIID-AC: 97.
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Competency-based student self-assessment on a surgery rotation.

Journal of Surgical Research

Lind D.S., Rekkas S., Bui V., Lam T., Beierle E., Copeland III E.M..
UIID-AC: 99
2002;105:31-34. doi: 10.1006/jsre.2002.6442.

Background. Although self-assessment is an essential component of self-directed adult learning, few data exist regarding the ability of medical students to perform this important task. Therefore, the purpose of this study was to evaluate the ability of medical students...

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Lind D.S., Rekkas S., Bui V., et al. Competency-based student self-assessment on a surgery rotation. 2002;105:31-34doi: 10.1006/jsre.2002.6442.
Lind D.S., Rekkas S., Bui V., Lam T., Beierle E., & Copeland III E.M. (2002). Competency-based student self-assessment on a surgery rotation. Journal of Surgical Research, 10531-34. https://doi.org/10.1006/jsre.2002.6442
Lind D.S., et al. "Competency-based student self-assessment on a surgery rotation." Journal of Surgical Research vol. 105 (2002): 31-34. doi: https://doi.org/10.1006/jsre.2002.6442
Lind D.S., Rekkas S., Bui V., Lam T., Beierle E., Copeland III E.M.. Competency-based student self-assessment on a surgery rotation. 2002;105:31-34. doi: 10.1006/jsre.2002.6442. UIID-AC: 99.
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Intentions of young students to enroll in science courses in the future: An examination of gender differences.

Science Education

Farenga S.J., Joyce B.A..
UIID-AC: 101
1999;83:55-75.

This study examined young students' perceptions of gender-appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses...

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Farenga S.J., Joyce B.A.. Intentions of young students to enroll in science courses in the future: An examination of gender differences. 1999;83:55-75
Farenga S.J., & Joyce B.A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 8355-75.
Farenga S.J., and Joyce B.A.. "Intentions of young students to enroll in science courses in the future: An examination of gender differences." Science Education vol. 83 (1999): 55-75.
Farenga S.J., Joyce B.A.. Intentions of young students to enroll in science courses in the future: An examination of gender differences. 1999;83:55-75. UIID-AC: 101.
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Instructing adolescents with learning disabilities: Converting a meta-analysis to practice.

Journal of Learning Disabilities

Swanson H.L., Deshler D..
UIID-AC: 109
2003;36:124-135.

A previous meta-analysis indicated that eight instructional factors - Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding - captured the majority of successful intervention programs for adolescents...

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Swanson H.L., Deshler D.. Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. 2003;36:124-135
Swanson H.L., & Deshler D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36124-135.
Swanson H.L., and Deshler D.. "Instructing adolescents with learning disabilities: Converting a meta-analysis to practice." Journal of Learning Disabilities vol. 36 (2003): 124-135.
Swanson H.L., Deshler D.. Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. 2003;36:124-135. UIID-AC: 109.
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Survey of Undergraduate Research Experiences (SURE): First findings.

Cell Biology Education

Lopatto D..
UIID-AC: 5
2004;3:270-277. doi: 10.1187/cbe.04-07-0045.

In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from...

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Lopatto D.. Survey of Undergraduate Research Experiences (SURE): First findings. 2004;3:270-277doi: 10.1187/cbe.04-07-0045.
Lopatto D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3270-277. https://doi.org/10.1187/cbe.04-07-0045
Lopatto D.. "Survey of Undergraduate Research Experiences (SURE): First findings." Cell Biology Education vol. 3 (2004): 270-277. doi: https://doi.org/10.1187/cbe.04-07-0045
Lopatto D.. Survey of Undergraduate Research Experiences (SURE): First findings. 2004;3:270-277. doi: 10.1187/cbe.04-07-0045. UIID-AC: 5.
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Recursive processes in self-affirmation: Intervening to close the minority achievement gap.

Science

Cohen G.L., Garcia J., Apfel N., Purdie-Vaughns V., Brzustoski P..
UIID-AC: 11
2009;324:400-403. doi: 10.1126/science.1170769.

A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with...

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Cohen G.L., Garcia J., Apfel N., et al. Recursive processes in self-affirmation: Intervening to close the minority achievement gap. 2009;324:400-403doi: 10.1126/science.1170769.
Cohen G.L., Garcia J., Apfel N., Purdie-Vaughns V., & Brzustoski P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324400-403. https://doi.org/10.1126/science.1170769
Cohen G.L., et al. "Recursive processes in self-affirmation: Intervening to close the minority achievement gap." Science vol. 324 (2009): 400-403. doi: https://doi.org/10.1126/science.1170769
Cohen G.L., Garcia J., Apfel N., Purdie-Vaughns V., Brzustoski P.. Recursive processes in self-affirmation: Intervening to close the minority achievement gap. 2009;324:400-403. doi: 10.1126/science.1170769. UIID-AC: 11.
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Reducing the gender achievement gap in college science: A classroom study of values affirmation.

Science

Cohen G.L., Miyake A., Kost-Smith L.E., Finkelstein N.D., Pollock S.J., Ito T.A..
UIID-AC: 18
2010;330:1234-1237. doi: 10.1126/science.1195996.

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing...

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Cohen G.L., Miyake A., Kost-Smith L.E., et al. Reducing the gender achievement gap in college science: A classroom study of values affirmation. 2010;330:1234-1237doi: 10.1126/science.1195996.
Cohen G.L., Miyake A., Kost-Smith L.E., Finkelstein N.D., Pollock S.J., & Ito T.A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 3301234-1237. https://doi.org/10.1126/science.1195996
Cohen G.L., et al. "Reducing the gender achievement gap in college science: A classroom study of values affirmation." Science vol. 330 (2010): 1234-1237. doi: https://doi.org/10.1126/science.1195996
Cohen G.L., Miyake A., Kost-Smith L.E., Finkelstein N.D., Pollock S.J., Ito T.A.. Reducing the gender achievement gap in college science: A classroom study of values affirmation. 2010;330:1234-1237. doi: 10.1126/science.1195996. UIID-AC: 18.
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Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?.

Journal of Counseling Psychology

Schaefers K.G., Epperson D.L., Nauta M.M..
UIID-AC: 24
1997;44:173-183.

Factors related to persistence in engineering, particularly for women, were examined in 278 upper level undergraduate women and men who, as entering students, enrolled in the college of engineering at a large midwestern university. An overall model of persistence...

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Schaefers K.G., Epperson D.L., Nauta M.M.. Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?. 1997;44:173-183
Schaefers K.G., Epperson D.L., & Nauta M.M. (1997). Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?. Journal of Counseling Psychology, 44173-183.
Schaefers K.G., et al. "Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?." Journal of Counseling Psychology vol. 44 (1997): 173-183.
Schaefers K.G., Epperson D.L., Nauta M.M.. Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?. 1997;44:173-183. UIID-AC: 24.
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The effectiveness of "Teach For America" and other under-certified teachers on student academic achievement: A case of harmful public policy.

Education Policy Analysis Archives

Laczko-Kerr I., Berliner D.C..
UIID-AC: 32
2002;10.

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary...

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Laczko-Kerr I., Berliner D.C.. The effectiveness of "Teach For America" and other under-certified teachers on student academic achievement: A case of harmful public policy. 2002;10
Laczko-Kerr I., & Berliner D.C. (2002). The effectiveness of "Teach For America" and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives, 10.
Laczko-Kerr I., and Berliner D.C.. "The effectiveness of "Teach For America" and other under-certified teachers on student academic achievement: A case of harmful public policy." Education Policy Analysis Archives vol. 10 (2002).
Laczko-Kerr I., Berliner D.C.. The effectiveness of "Teach For America" and other under-certified teachers on student academic achievement: A case of harmful public policy. 2002;10. UIID-AC: 32.
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Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components.

Review of Educational Research

Gersten R., Chard D.J., Jayanthi M., Baker S.K., Morphy P., Flojo J..
UIID-AC: 33
2009;79:1202-1242. doi: 10.3102/0034654309334431.

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of...

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Gersten R., Chard D.J., Jayanthi M., et al. Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. 2009;79:1202-1242doi: 10.3102/0034654309334431.
Gersten R., Chard D.J., Jayanthi M., Baker S.K., Morphy P., & Flojo J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 791202-1242. https://doi.org/10.3102/0034654309334431
Gersten R., et al. "Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components." Review of Educational Research vol. 79 (2009): 1202-1242. doi: https://doi.org/10.3102/0034654309334431
Gersten R., Chard D.J., Jayanthi M., Baker S.K., Morphy P., Flojo J.. Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. 2009;79:1202-1242. doi: 10.3102/0034654309334431. UIID-AC: 33.
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Learning disabilities.

The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation

Lyon G.R..
UIID-AC: 37
1996;6:54-76.

Approximately 5% of all public school students are identified as having a learning disability (LD). LD is not a single disorder, but includes disabilities in any of seven areas related to reading, language, and mathematics. These separate types of...

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Lyon G.R.. Learning disabilities. 1996;6:54-76
Lyon G.R. (1996). Learning disabilities. The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 654-76.
Lyon G.R.. "Learning disabilities." The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation vol. 6 (1996): 54-76.
Lyon G.R.. Learning disabilities. 1996;6:54-76. UIID-AC: 37.
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Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine.

Journal of Research in Science Teaching

Aschbacher P.R., Li E., Roth E.J..
UIID-AC: 42
2010;47:564-582. doi: 10.1002/tea.20353.

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering or medicine (SEM) majors or careers decided to leave the pipeline in high...

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Aschbacher P.R., Li E., Roth E.J.. Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. 2010;47:564-582doi: 10.1002/tea.20353.
Aschbacher P.R., Li E., & Roth E.J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47564-582. https://doi.org/10.1002/tea.20353
Aschbacher P.R., et al. "Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine." Journal of Research in Science Teaching vol. 47 (2010): 564-582. doi: https://doi.org/10.1002/tea.20353
Aschbacher P.R., Li E., Roth E.J.. Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. 2010;47:564-582. doi: 10.1002/tea.20353. UIID-AC: 42.
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Showing 85 to 96 of 109 entries