教育学
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Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Vary by Student Identity
作者Benjamin D. Jackson; Bryn H. Robinson; Matthew J. Madison; Tessa C. Andrews
作者单位1. Department of Genetics, University of Georgia, Athens, GA, 30602; 2. Department of Educational Psychology, University of Georgia, Athens, GA, 30602
Resource Use in Introductory Biology: Evaluating Latent Patterns, Demographic Covariates, and Effects on Final Course Grade
作者Maryrose Weatherton; Melissa Aikens
作者单位1. Department of Biological Sciences, Louisiana State University, Baton Rouge, LA 70803; 2. Department of Biological Sciences, University of New Hampshire, Durham, NH 03824
What Drives Change? Characterizing Scientific Self-Efficacy Development in Undergraduate Research Experiences
作者Qiyue Zhang; Paul R. Hernandez; Benjamin S. Listyg; Erin L. Dolan
作者单位1. Department of Educational Psychology (Research, Measurements & Statistics), Texas A&M University, College Station, 77843 TX; 2. Department of Teaching, Learning and Culture, Texas A&M University, College Station, 77843 TX; 3. Department of Psychology, University of Georgia, Athens, 30602 GA; 4. Department of Biochemistry and Molecular Biology, University of Georgia, Athens, 30602 GA
Faculty and Undergraduate Learning Assistants’ Perspectives on Supports and Barriers for Student-Centered Instructional Change in Introductory Biology
作者Alice Olmstead; Alicia M. Montecinos; Hannah Castro; Tyler Atkinson; Eleanor W. Close; Madison L. Fitzgerald-Russell; Kylie Hedge; Alexis Kerr
作者单位1. Department of Physics, Texas State University, San Marcos, TX 78666; 2. Honors College, Texas State University, San Marcos, TX 78666; 3. Department of Chemistry and Biochemistry, University of Detroit Mercy, Detroit, MI 48221; 4. College of Osteopathic Medicine, Sam Houston State University, Conroe, TX 77304
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