Relevant bibliographies by topics / Effect of teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Effect of teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Effect of teaching"

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Garcia, Javier. "Teaching the Placebo Effect." Academic Psychiatry 39, no. 1 (October 21, 2014): 122. http://dx.doi.org/10.1007/s40596-014-0225-5.

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Hali, Servet. "The effect of practicing simulation teaching method in teaching revolution history and Kemalism lesson on student success." International Journal of Academic Research 9, no. 1 (December 30, 2017): 5–10. http://dx.doi.org/10.7813/2075-4124.2017/9-1/b.1.

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Raja, Hina Zafar, Maryam Mumtaz, Ambreen Shabbir, Muhammad Nasir Saleem, and Asma Shakoor. "Effect of Interactive Teaching Methods on Removable Partial Denture Designing." Journal of the Pakistan Dental Association 29, no. 03 (July 20, 2020): 124–29. http://dx.doi.org/10.25301/jpda.293.124.

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Faani, Hadi Noruzi and Reza. "The effect of penalogical teaching on alternative penalties of imprisonment." International Academic Journal of Humanities 05, no. 01 (June 1, 2018): 203–13. http://dx.doi.org/10.9756/iajh/v5i1/1810021.

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Xiao, Fan, Wei Peng, Jian Hua Yao, and Hao Ni. "Bilingual Teaching Design and Teaching Case of “Advanced Manufacturing Technology”." Applied Mechanics and Materials 121-126 (October 2011): 1470–72. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.1470.

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This article discusses the influence factors of bilingual teaching effect by bilingual teaching practice of the Advanced Manufacturing Technology, and proposes solutions. Practice shows that the reform of teaching idea is the prerequisite for the effective bilingual teaching, and PBL teaching model is the effect ways to improve the effects of bilingual teaching.
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권경숙, 박정빈, and 황은희. "The effect of kindergarten teacher's teaching flow and teaching efficacyon creative teaching behaviors." Korean Journal of Early Childhood Education 36, no. 3 (June 2016): 333–55. http://dx.doi.org/10.18023/kjece.2016.36.3.015.

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Sokolowski, Andrzej. "Teaching the photoelectric effect inductively." Physics Education 48, no. 1 (December 14, 2012): 35–41. http://dx.doi.org/10.1088/0031-9120/48/1/35.

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Macdonald, Ewen, and Veijo Saano. "Video teaching — glamour without effect." Trends in Pharmacological Sciences 8, no. 3 (March 1987): 77–78. http://dx.doi.org/10.1016/0165-6147(87)90074-5.

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Mutlu, Mehmet, and Halil Tokcan. "Success effect of documentary use in teaching of global warming subject." International Journal of Academic Research 5, no. 5 (October 15, 2013): 263–68. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.40.

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Marchant, Gregory J. "The effect of student teaching on attitudes toward effective teaching." Teacher Educator 29, no. 1 (June 1993): 24–31. http://dx.doi.org/10.1080/08878739309555046.

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Dissertations / Theses on the topic "Effect of teaching"

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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.

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Clark, Heather Winona Schulte. "Effect of Whole Brain Teaching on Student Self-Concept." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2146.

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Sufficient research exists indicating that the brain mechanisms involved with use of whole brain teaching (WBT) techniques will likely lead to improved academic achievement and that academic self-concept (ASC) is both a cause and consequence of academic achievement. However, it is not known if there is a relationship between WBT and ASC. Given the benefits derived from positive ASC, it becomes important to assess WBT as a predictor variable of positive ASC. The purpose of this quantitative study was to examine the relationship between different levels of exposure to WBT techniques and the mean difference in ASC, as measured by the general-school, mathematics, and reading subscores on the Self Description Questionnaire I, between treatment conditions. Self-concept theory as posited by Shavelson et al. and the Marsh/Shavelson revision, the skill development approach to self-concept enhancement, and the reciprocal effect model provide the theoretical foundations of this dissertation. A one-way multivariate analysis of variance (MANOVA) was used to determine if the mean ASC scores differed among 191 second and third grade students exposed to three levels of the WBT factor. Results of the three-group MANOVA failed to support use of WBT techniques to improve ASC. Reconfiguration of the quasi-independent variable into two groups revealed that general-school ASC scores were significantly lower in the group exposed to limited to no WBT techniques. Assessing students at risk for educational problems may reveal more convincing evidence for WBT as an effective ASC intervention. The implications for social change include encouraging WBT practitioners to make more empirically sound claims and decisions regarding their practice, thereby allowing students an educational experience grounded in scientific findings, rather than subjective assumptions.
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Kramp, Jennifer A. "The Effect of Workload on Student Evaluations of Teaching." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1277094302.

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Kirbulut, Zubeyde Demet. "The Effect Of Metaconceptual Teaching Instruction On 10th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614285/index.pdf.

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The purpose of this study is to examine the effect of Metaconceptual Teaching Instruction (MTI) compared to Traditional Instruction (TI) on 10th grade students&rsquo
understanding and durability of states of matter concepts, self-efficacy toward chemistry, and to portray the nature of students&rsquo
metaconceptual processes and the change in students&rsquo
ideas of states of matter. There were 53 students in the experimental group instructed by the MTI and 49 students in the control group instructed by the TI. Three students from the experimental group were selected for case study to explore their metaconceptual processes and conceptual understanding. To examine the effect of treatment, States of Matter Diagnostic Test (SMDT) and Self-efficacy toward Chemistry (SETC) were administered to the students before and after the treatment. Treatment implementation continued for seven weeks. The instruments were also given eight weeks after the treatment. In case study design, the data were collected through video recordings of classroom discussions, audio recordings of group discussions, journal writings, and interviews. Quantitative data analysis was conducted using MANCOVA. It was found that there was a significant difference between groups on the posttest and retention-test scores of the SMDT and retention-test scores of the SETC on behalf of the experimental group. However, there was no significant difference between groups on the posttest scores of the SETC. In terms of the nature of metaconceptual processes, it was documented that the students who had few alternative conceptions mostly engaged in metaconceptual evaluation. Also, the students changed their ideas of states of matter.
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Hanson, Jana Marie. "Understanding graduate school aspirations: The effect of good teaching practices." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2513.

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This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.
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Nortman, Michael L. "The effect of the student teaching experience on educational attitudes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748020377.

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Mathabatha, Stimela Simon. "The Effect of laboratory based teaching and traditional based teaching on students' conceptual understanding of chemical equilibrium." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03132006-100915.

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April, Rita. "Exploring the effect of implementing intentional teaching strategy on grade 9 learners’ perceptions of teaching of mathematics." University of the Western Cape, 2020. http://hdl.handle.net/11394/8250.

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Magister Educationis - MEd
In this study I explored grade 9 learners’ perceptions after the implementation of “intentional teaching”. The research question is: “What are the perceptions of grade 9 learners of the teaching they experience in mathematics?” Conceptually the study is situated in “learners’ perceptions” of teaching with “intentional teaching” as the context. The design used was a survey where learners had to complete a questionnaire, adapted from the Students Evaluating Accomplished Teaching-Mathematics (SEAT-M) instrument. Learners from two grade 9 classes, taught by me, participated. Rasch analysis was used to analyse the data. It was found that learners ranked “the teacher’s ability to encourage them to place a high value on mathematics” the highest. “The teacher’s ability to challenge learners to think through and solve problems, either by themselves or together as a group” was ranked the lowest. It is recommended that all role-players and teachers develop skills of authentic pedagogical dialogue to promote dynamic learning in mathematics classrooms. http://
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Rose, Dennis J. "The effect of practice on the acquisition and maintenance of teaching skills." Thesis, University of Canterbury. Education, 1994. http://hdl.handle.net/10092/813.

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Teachers sometimes fail to use previously acquired teaching skills. A review of studies which had examined the maintenance of teaching skills found that some training programmes which used skill practice and feedback on performance were successful in achieving maintenance. The present study was designed to test the effect of practice and feedback in diverse settings on the acquisition and maintenance of teaching skills. The following skills were selected for training: 1. Increasing the use of approval and decreasing the use of disapproval. 2. Increasing the use of feedback and decreasing the use of criticism. 3. Using wait-time: (a) after asking a question and before calling on a student to answer, (teacher wait-time) and (b) after a student response has finished (pupil wait-time). Repeated measures were made of nineteen student teachers teaching during a six week student teaching practice prior to the training course and again immediately following it. Ten of them, who also secured teaching positions, were observed when teaching in their own classrooms. During the training course, the subjects practised some skills until the training targets had been achieved five times in each of two settings (the 2 X 5 treatment). They practised the remaining skills until the training targets had been achieved two times in each of two classroom settings (the 2 X 2 treatment). The subjects observed one another practise and the results of these observations were used to provide them with performance feedback. There was a general training effect although there was no treatment effect for the amount of practice. More maintenance was found when the subjects became employed as classroom teachers than was observed immediately after training. More skills were maintained when there was a match between the class level being taught and the class level practised with during training. Feedback was maintained by most subjects while teacher wait-time and low rates of criticism were maintained by the fewest subjects. It was hypothesized that the subjects had previously been subjected to thousands of hours of observational learning of teacher behaviour and that a brief training course may not have had sufficient impact to counter such prior learning. It was also hypothesized that there were unidentified stimuli, context variables and sources of reinforcement controlling the performance of particular skills by individual subjects. It was concluded that future research in this field should seek to identify these sources of stimulus control.
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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.

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Books on the topic "Effect of teaching"

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Jane, Jackson, Boles Katherine, Boston Women's Teachers' Group, and North Dakota Study Group on Evaluation., eds. The effect of teaching on teachers. Grand Forks, ND: Center for Teaching and Learning, University of North Dakota, 1986.

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Cause and effect. Greensboro, N.C: Frank Schaffer, 2012.

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McIver, Brian. What effect does staff morale have on teaching?. [s.l: The author], 1999.

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Toomey, Ron, and Terry Lovat. Values education and quality teaching: The double helix effect. Terrigal, N.S.W: David Barlow Pub., 2007.

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Oxner, Savannah Elizabeth. The effect of Sternberg differentiation on reading comprehension. [Sweet Briar VA: Sweet Briar College,], 2006.

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Sheram, Katherine. Teaching guide for the environmental data book. Washington, D.C: World Bank, 1993.

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Effects of information capitalism and globalization on teaching and learning. Hershey, PA: Information Science Reference, 2014.

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J, Marzano Robert, ed. Enhancing the art & science of teaching with technology. Bloomington, IN: Marzano Research Laboratory, 2014.

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Using C & IT to support teaching. London: RoutledgeFalmer, 2004.

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The Matrix effect: Hispanism and the ideological unconscious. [United States]: Malcolm Read, 2010.

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Book chapters on the topic "Effect of teaching"

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Frost, T. H. "Real Gas Effect and Gas Liquefaction." In Teaching Thermodynamics, 173–82. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_20.

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Yun, Chen, Xie Kefan, and Liu Haimei. "Information Effect in Interactive Teaching." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 496–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_88.

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Ahlstrom, Laura J., and Carlos J. Asarta. "Navigating the Economics Major: The Effect of Gender on Students’ Degree Pathways." In Teaching Economics, 115–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_11.

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Hinton, Martin. "The Cecily Effect: A Pilot Study." In Second Language Learning and Teaching, 19–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_2.

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Kumar, Dinesh Kant, and Peterjohn Radcliffe. "The Effect of Smartphones on Traditional Education." In Teaching Surrounded by Smart Phones, 27–37. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1401-2_3.

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Santiago, K., J. F. Lukas, L. Joaristi, L. Lizasoain, and N. Moyano. "A Longitudinal Study of Academic Achievement in Spanish: The Effect of Linguistic Models." In Teaching through Basque, edited by Jasone Cenoz, 48–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690715-005.

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Szubko-Sitarek, Weronika. "Exploring the Cognate Facilitation Effect in Multilingual Word Recognition." In Second Language Learning and Teaching, 129–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-32194-8_5.

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Ma, Jun. "The Effect of a Ratings-Based Approach to Measuring Corporate Social Responsibility." In Advanced Technology in Teaching, 829–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_115.

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Bennett, Barrie. "CRITIQUE: What Effect Size Doesn't Tell Us." In The Wiley Handbook of Teaching and Learning, 431–44. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch18.

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Binghadeer, Nora. "The Effect of Diacritics on Kinetic Tone Direction and Placement." In Second Language Learning and Teaching, 159–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_10.

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Conference papers on the topic "Effect of teaching"

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Rui, Kong, Yu Sha, and Chen Junwei. "Teaching Methods and Teaching Effect Relationship Empirical Research." In AASRI International Conference on Industrial Electronics and Applications (IEA 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iea-15.2015.151.

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Li, Ying, Yukun Cao, and Qian Wang. "Factors Influencing Management Teaching Effect." In 2010 2nd International Workshop on Intelligent Systems and Applications (ISA). IEEE, 2010. http://dx.doi.org/10.1109/iwisa.2010.5473451.

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Kong, Weiguang. "Fuzzy Evaluation Algorithm of Teaching Effect." In 2010 International Symposium on Intelligence Information Processing and Trusted Computing (IPTC). IEEE, 2010. http://dx.doi.org/10.1109/iptc.2010.154.

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Morgan, David. "THE HALO EFFECT IN DESIGN TEACHING." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.87.

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Aydemir, Zeynep, and Nuray Başpinar. "THE EFFECT OF PRE-TEXT QUESTIONS ON PREPARING STUDENTS FOR THE TEXT." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.004.

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Ilmawati, Hilda, and Adang Suherman. "The Effect of Teaching Models and Teaching Materials Towards Situational Interest." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.10.

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Njelita, Chinwe. "EFFECT OF ACTIVE LEARNING INSTRUCTIONAL STRATEGIES ON PRE-SERVICE CHEMISTRY TEACHERS ACQUISITION OF ENTREPRENEURIAL SKILLS." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.012.

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Swamy, L. N., M. V. Ramakrishna, and N. Parameswaran. "Intended mental effect in textbook based teaching." In 2017 4th International Conference on Innovations in Information, Embedded and Communication Systems (ICIIECS). IEEE, 2017. http://dx.doi.org/10.1109/iciiecs.2017.8276051.

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Zhu, HuanLe, Jinfeng Li, and RongFu Wang. "The Influence of Teacher 's Teaching Leadership on the Effect of Classroom Teaching." In 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.64.

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Zhou, Chunhui. "Evaluation of Teaching Effect and Application of Project Teaching in Costume Graphics Course." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.54.

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Reports on the topic "Effect of teaching"

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Cook, Steve. Teaching Portfolio Theory: A tool for demonstrating the diversification effect and related issues. Bristol, UK: The Economics Network, May 2013. http://dx.doi.org/10.53593/n2435a.

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Berlinski, Samuel, and Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002862.

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This paper analyzes the effect on teacher mobility of a program that rewards excellence in teaching practices in Chile. Successful applicants receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes their excellence. The paper uses a regression discontinuity design to identify the causal effect of the public merit award. The program does not alter transitions out of teaching. The program does, however, increase the mobility of awardees within the school system. This is consistent with the program providing a credible public signal of teacher quality.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Costa-Sánchez, C., AI Rodríguez-Vázquez, and S. Direito-Rebollal. Web 2.0 on university teaching. Web 2.0 effects as subject of study in Spanish communication journals. Revista Latina de Comunicación Social, November 2017. http://dx.doi.org/10.4185/rlcs-2017-1220en.

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Ajzenman, Nicolás, Gregory Elacqua, Luana Marotta, and Anne Sofie Olsen. Order Effects and Employment Decisions: Experimental Evidence from a Nationwide Program. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003558.

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In this paper, we show that order effects operate in the context of high-stakes, real-world decisions: employment choices. We experimentally evaluate a nationwide program in Ecuador that changed the order of teaching vacancies on a job application platform in order to reduce teacher sorting (that is, lower-income students are more likely to attend schools with less qualified teachers). In the treatment arm, the platform showed hard-to-staff schools (institutions typically located in more vulnerable areas that normally have greater difficulty attracting teachers) first, while in the control group teaching vacancies were displayed in alphabetical order. In both arms, hard-to-staff schools were labeled with an icon and identical information was given to teachers. We find that a teacher in the treatment arm was more likely to apply to hard-to-staff schools, to rank them as their highest priority, and to be assigned to a job vacancy in one of these schools. The effects were not driven by inattentive, altruistic, or less-qualified teachers. The program has thus helped to reduce the unequal distribution of qualified teachers across schools of different socioeconomic backgrounds.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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8

Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences. Digital Promise, March 2020. http://dx.doi.org/10.51388/20.500.12265/99.

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In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.
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