Recent Research in Science Teaching and Learning

Por Eddy, Sarah L.
Publicado no CBE Life Sci Educ (2017)

Recent Research in Science Teaching and Learning

Por Eddy, Sarah L.
Publicado no CBE Life Sci Educ (2018)

Recent Research in Science Teaching and Learning

Por Eddy, Sarah L.
Publicado no CBE Life Sci Educ (2019)

Recent Research in Science Teaching and Learning

Por Eddy, Sarah L.
Publicado no CBE Life Sci Educ (2019)

Reintroducing the Current Insights Feature

Por Gouvea, Julia, Eddy, Sarah L.
Publicado no CBE Life Sci Educ (2017)

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

Por Eddy, Sarah L., Hogan, Kelly A.
Publicado em 2014

The trade-off between graduate student research and teaching: A myth?

Por Shortlidge, Erin E., Eddy, Sarah L.
Publicado no PLoS One (2018)

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

Por Eddy, Sarah L., Converse, Mercedes, Wenderoth, Mary Pat
Publicado no CBE Life Sci Educ (2015)

True Grit: Passion and persistence make an innovative course design work

Por Casper, Anne M., Eddy, Sarah L., Freeman, Scott
Publicado no PLoS Biol (2019)

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Por Eddy, Sarah L., Brownell, Sara E., Wenderoth, Mary Pat
Publicado em 2014

Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

Por Aragón, Oriana R., Eddy, Sarah L., Graham, Mark J.
Publicado no CBE Life Sci Educ (2018)

Reply to Hora: Meta-analytic techniques are designed to accommodate variation in implementation

Por Freeman, Scott, Eddy, Sarah L., Jordt, Hannah, Smith, Michelle K., Wenderoth, Mary Pat
Publicado em 2014

Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

Por Eddy, Sarah L., Brownell, Sara E., Thummaphan, Phonraphee, Lan, Ming-Chih, Wenderoth, Mary Pat
Publicado no CBE Life Sci Educ (2015)

Student perception of group dynamics predicts individual performance: Comfort and equity matter

Por Theobald, Elli J., Eddy, Sarah L., Grunspan, Daniel Z., Wiggins, Benjamin L., Crowe, Alison J.
Publicado no PLoS One (2017)

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

Por Wright, Christian D., Eddy, Sarah L., Wenderoth, Mary Pat, Abshire, Elizabeth, Blankenbiller, Margaret, Brownell, Sara E.
Publicado no CBE Life Sci Educ (2016)

Active learning increases student performance in science, engineering, and mathematics

Por Freeman, Scott, Eddy, Sarah L., McDonough, Miles, Smith, Michelle K., Okoroafor, Nnadozie, Jordt, Hannah, Wenderoth, Mary Pat
Publicado em 2014

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

Por Grunspan, Daniel Z., Eddy, Sarah L., Brownell, Sara E., Wiggins, Benjamin L., Crowe, Alison J., Goodreau, Steven M.
Publicado no PLoS One (2016)

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

Por Jordt, Hannah, Eddy, Sarah L., Brazil, Riley, Lau, Ignatius, Mann, Chelsea, Brownell, Sara E., King, Katherine, Freeman, Scott
Publicado no CBE Life Sci Educ (2017)

A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research

Por Aikens, Melissa L., Corwin, Lisa A., Andrews, Tessa C., Couch, Brian A., Eddy, Sarah L., McDonnell, Lisa, Trujillo, Gloriana
Publicado no CBE Life Sci Educ (2016)

Olfactory effects of a hypervariable multicomponent pheromone in the red-legged salamander, Plethodon shermani

Por Wilburn, Damien B., Doty, Kari A., Chouinard, Adam J., Eddy, Sarah L., Woodley, Sarah K., Houck, Lynne D., Feldhoff, Richard C.
Publicado no PLoS One (2017)