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Materials Similar to Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms

• 43%: Understanding Centrality: Investigating Student Outcomes within a Classroom Social Network
• 43%: Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
• 41%: Network centrality and student self-efficacy in an interactive introductory physics environment
• 39%: Teaching assistant-student interactions in a modified SCALE-UP classroom
• 37%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
• 35%: Using Large-Scale Classroom Research to Study Student Conceptual Learning in Mechanics and to Develop New Approaches to Learning
• 35%: Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores
• 35%: A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms
• 35%: Argumentation during active learning strategies in a SCALE-UP environment
• 34%: Student experiences in traditional and active learning classrooms in introductory physics courses
• 33%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
• 33%: Investigating student communities with network analysis of interactions in a physics learning center
• 33%: Argumentation Prompts Mediating Student Resource Use on Conceptual Problems
• 33%: Examining the diffusion of research-based instructional strategies using social network analysis: A case study of SCALE-UP
• 33%: Using Social Network Analysis on classroom video data
• 33%: Characterizing active learning environments in physics: network analysis of Peer Instruction classroom using ERGMs
• 33%: Connecting the dots: Student social networks in introductory physics labs
• 31%: TA Beliefs in a SCALE-UP Style Classroom