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Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students
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42 |
Exploring Professional Development: Examining Availability and Access to Professional Development for Educators of Culturally and Linguistically Diverse Students
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In: The Graduate Review (2019)
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45 |
Investigating scaffolding strategies for promoting reasoning-based, collaborative discourse with linguistically diverse learners in the mainstream classroom
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46 |
Relationships between the rhythm sight-reading strategies and sensory learning styles of Florida all-state musicians: a verbal protocol analysis
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47 |
Minority Student Engagement Through the Lens of Campus Activities and Events
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In: Master’s Theses (2019)
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48 |
Leaders Like Me
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In: Faculty Conference Papers and Presentations (2019)
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Abstract:
The Workshop Program at the University of Rochester infuses collaborative learning into a variety of introductory STEM and non-STEM courses through small, weekly, peer-led problem solving sessions called "Workshops." Decades of data from these Workshops indicate that 1) African American, Black, Hispanic, and Latinx students are less likely to attend them than White and Asian students and 2) that every additional Workshop students attend improves their final course grades, even if they only miss a single Workshop out of the 13 or 14 that are offered each semester. To address this situation, the UR Workshop Program has partnered with the "People Like Me" project at Bucknell University. Before the start of the Fall 2018 semester, Workshop leaders were asked to respond to the People Like Me survey questions, and we crafted their responses into profiles. We then posted these profiles for students in the courses to view on a platform on which we could track those views at the individual student level. In this work-in-progress, we hope to answer the question: to what extent does viewing personal information about Workshop leaders affect students' likelihood to attend Workshops?
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Keyword:
engineering; Engineering Education; ethnic minorities; intrinsic motivation; mathematics; minority participation focus; racial minorities; relatable mentors; STEM education; Underrepresented minorities in STEM
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URL: https://digitalcommons.bucknell.edu/cgi/viewcontent.cgi?article=1059&context=fac_conf https://digitalcommons.bucknell.edu/fac_conf/53
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49 |
Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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51 |
The impact of college students’ motivational orientations and the social dimension of emotional intelligence in their willingness to study abroad
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In: Scholarship and Professional Work - LAS (2019)
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52 |
The Expatriate and Transnational Distance Student Phenomenon: A Series of Investigations
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In: Boise State University Theses and Dissertations (2019)
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53 |
Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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54 |
The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
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In: Boise State University Theses and Dissertations (2019)
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55 |
Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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57 |
Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives
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58 |
Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles
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In: Boise State University Theses and Dissertations (2019)
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60 |
Interview with Francisco Salinas, Director for Student Diversity and Inclusion, Boise State University
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In: UF200 - Fall 2019 (2019)
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