Zobrazeno 1 - 6 of 6 pro vyhledávání: '"Laurie S. Langdon"'
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Akademický článek
A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses
Autor: Jessica L. Alzen, Laurie S. Langdon, Valerie K. Otero
Publikováno v: International Journal of STEM Education, Vol 5, Iss 1, Pp 1-12 (2018)
Abstract Background Large introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can i
Externí odkaz: https://doaj.org/article/cf8f04e32eb2450fb004337a29be8bcc
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2
Leveraging Undergraduate Learning Assistants to Engage Students during Remote Instruction: Strategies and Lessons Learned from Four Institutions
Autor: Mary E. Emenike, Carolyn P. Schick, Andrea Gay Van Duzor, Mel S. Sabella, Susan M. Hendrickson, Laurie S. Langdon
Publikováno v: Journal of Chemical Education
As chemistry courses across the country transitioned to remote instruction during the Winter/Spring 2020 term because of the COVID-19 pandemic, teaching teams with undergraduate Learning Assistants (LAs) faced unique challenges to maintain active, co
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0669acc8c3a58c9d9bab543b66b5631b
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3
Probing the question order effect while developing a chemistry concept inventory
Autor: Marilyne Stains, Molly A. Undersander, Laurie S. Langdon, Travis J. Lund
Publikováno v: Chemistry Education Research and Practice. 18:45-54
The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact o
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::31bf3104cdd7cffcc840ef4b5e1a5d99
https://doi.org/10.1039/c5rp00228a
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4
A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses
Autor: Laurie S. Langdon, Valerie K. Otero, Jessica L. Alzen
Publikováno v: International Journal of Stem Education
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-12 (2018)
Background Large introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can influence
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e2121c9f659061ab5edd11e1e847dd85
https://doi.org/10.1186/s40594-018-0152-1
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6
Learning Assistant Supported Student Outcomes (LASSO) study initial findings
Autor: Laurie S. Langdon, Valerie K. Otero, Ben Van Dusen
This study investigates how faculty, student, and course features are linked to student outcomes in Learning Assistant (LA) supported courses. Over 4,500 students and 17 instructors from 13 LA Alliance member institutions participated in the study. E
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::40115c4a427936d2d7824c580040bf9c
http://arxiv.org/abs/1509.05358
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