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…
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’…
G. Mackessy, P. Irving, M. Caballero, and L. Doughty, PERC 2021 Proceedings, 245-250.
With the integration of computation into physics courses becoming more prevalent to adequately prepare our graduates for the workforce, there is a need for instructional and…
J. Meyer, G. Passante, S. Pollock, and B. Wilcox, PERC 2022 Proceedings, 317-322.
Significant attention in the PER community has been paid to student cognition and reasoning processes in undergraduate quantum mechanics. Until recently, however, these same topics…
K. Nguyen, J. Husman, M. Borrego, P. Shekhar, M. Prince, and M. DeMonbrun, American Education Research Association (AERA), 15 (2017).
Engineering instructors' adoption of active learning has been slow, despite significant evidence supporting its efficacy. A common instructor concern is that students will respond…
B. Simon and J. Taylor, J. Coll. Sci. Teaching, 39 (2), 52-57 (2009).
In this work, we explore the impact of learning goals on the individual student in a course and, to a lesser degree, on the instructors teaching the courses. We studied three courses…
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