Zobrazeno 1 - 10 of 20 pro vyhledávání: '"Mel S. Sabella"'
1
Creative Astronomy: Broadening the Scope of an Online General Education Course by Leveraging an Authentic Collaboration between Learning Assistant and Instructor
Autor: Mel S. Sabella, Joann C. Roberts
Publikováno v: The Physics Teacher. 61:43-48
Course revision is often challenging, and instructional partnerships between Learning Assistants (LAs; peer mentors) and course instructors can be leveraged to create novel learning spaces, through an ongoing, iterative revision process coupled with
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b73957c14ef056336600d6908ece586b
https://doi.org/10.1119/5.0080890
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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
The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago’s Southside
Autor: Mel S. Sabella, Nicolette C. Sanders, Angela Little, Kristy L. Mardis
Publikováno v: The Physics Teacher. 55:350-355
Ensuring that all students who want to pursue degrees and careers in science can do so is an important goal of a number of undergraduate STEM equity programs throughout the United States. Many of these programs, which promote diversity and the import
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b18dc0caa8852743e9b893bd83dc901e
https://doi.org/10.1119/1.4999730
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8
A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institute
Autor: Mel S. Sabella, Kara Weisenburger, Andrea G. Van Duzor, Jennie Passehl
Publikováno v: The Physics Teacher. 50:296-300
Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::3cc7a52d863f4391ac70cb2a6c71dba6
https://doi.org/10.1119/1.3703548
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9
Knowledge organization and activation in physics problem solving
Autor: Mel S. Sabella, Edward F. Redish
Publikováno v: American Journal of Physics. 75:1017-1029
Conceptual knowledge is only one aspect of a good knowledge structure: how and when knowledge is activated and used are also important. We explore knowledge organization in the context of the resources model of student thinking via observations of st
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::26fbd0817ad508ed7740214c4a6b2219
https://doi.org/10.1119/1.2746359
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10
Providing Support to Inner-city Students and Teachers Through the Physics Van Inservice Institute
Autor: Mel S. Sabella
Publikováno v: The Physics Teacher. 45:80-84
There are many programs for the professional development of high school physics teachers that have proven to be effective in preparing these teachers to conduct inquiry-based activities in the classroom. In this paper, we describe a small-scale profe
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e5469ff9847b929b54e79d7044809193
https://doi.org/10.1119/1.2432099
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