Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

We tested the hypothesis that underrepresented students in active-learning classrooms experience narrower achievement gaps than underrepresented students in traditional lecturing classrooms, averaged across all science, technology, engineering, and mathematics (STEM) fields and courses. We conducted...

पूर्ण विवरण

में बचाया:
ग्रंथसूची विवरण
में प्रकाशित:Proc Natl Acad Sci U S A
मुख्य लेखकों: Theobald, Elli J., Hill, Mariah J., Tran, Elisa, Agrawal, Sweta, Arroyo, E. Nicole, Behling, Shawn, Chambwe, Nyasha, Cintrón, Dianne Laboy, Cooper, Jacob D., Dunster, Gideon, Grummer, Jared A., Hennessey, Kelly, Hsiao, Jennifer, Iranon, Nicole, Jones, Leonard, Jordt, Hannah, Keller, Marlowe, Lacey, Melissa E., Littlefield, Caitlin E., Lowe, Alexander, Newman, Shannon, Okolo, Vera, Olroyd, Savannah, Peecook, Brandon R., Pickett, Sarah B., Slager, David L., Caviedes-Solis, Itzue W., Stanchak, Kathryn E., Sundaravardan, Vasudha, Valdebenito, Camila, Williams, Claire R., Zinsli, Kaitlin, Freeman, Scott
स्वरूप: Artigo
भाषा:Inglês
प्रकाशित: National Academy of Sciences 2020
विषय:
Social Sciences
ऑनलाइन पहुंच:https://ncbi.nlm.nih.gov/pmc/articles/PMC7104254/
https://ncbi.nlm.nih.gov/pubmed/32152114
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1073/pnas.1916903117
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