Zobrazeno 1 - 10
of 184
pro vyhledávání: '"Timothy A. McKay"'
Autor:
Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz
Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-20 (2024)
Abstract Background Large introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate a
Externí odkaz:
https://doaj.org/article/471a8daaafc84fe983cebd413bf6af14
Autor:
Patricia Chen, Dennis W. H. Teo, Daniel X. Y. Foo, Holly A. Derry, Benjamin T. Hayward, Kyle W. Schulz, Caitlin Hayward, Timothy A. McKay, Desmond C. Ong
Publikováno v:
npj Science of Learning, Vol 7, Iss 1, Pp 1-9 (2022)
Abstract Social-psychological interventions have raised the learning and performance of students in rigorous efficacy trials. Yet, after they are distributed “in the wild” for students to self-administer, there has been little research following
Externí odkaz:
https://doaj.org/article/81fe77298f484b21a0469bbd66912c4d
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Disparities in student outcomes, including gendered performance differences, are widespread in introductory physics and other STEM courses. STEM education researchers have investigated many course and student factors that could contribute to these in
Externí odkaz:
https://doaj.org/article/7460a5841e77487ea9eb5514b0126a25
Publikováno v:
AERA Open, Vol 7 (2021)
Over the last decade, psychological interventions, such as the values affirmation intervention, have been shown to alleviate the male-female performance difference when delivered in the classroom, however, attempts to scale the intervention are less
Externí odkaz:
https://doaj.org/article/08da8c309a904afca8b28037ab3ebb12
Autor:
Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay
Publikováno v:
AERA Open, Vol 3 (2017)
Significant gendered performance differences are signals of systemic inequity in higher education. Understanding of these inequities has been hampered by the local nature of prior studies; consistent measures of performance disparity across many disc
Externí odkaz:
https://doaj.org/article/d7f046d1ed7d40e6a8bba740aff26d97
Autor:
J. W. Hammond, Sara E. Brownell, W. Carson Byrd, Susan J. Cheng, Timothy A. McKay, Nita A. Tarchinski
Publikováno v:
Change: The Magazine of Higher Learning. 54:37-43
Autor:
Jason R. Jaggers, Kristi M. King, Timothy E. McKay, Kody Lawrence, Bradly J. Thrasher, Kupper A. Wintergerst
Publikováno v:
Medicine & Science in Sports & Exercise. 54:425-426
Publikováno v:
Innovative Higher Education. 45:135-151
Residential higher education brings thousands of students together for multiple years and offers them an array of shared intellectual experiences and a network of social interactions. Many of these intellectual and social connections are formed durin
Autor:
Timothy E. McKay, Kristi M. King, Jason R. Jaggers, Elisabeth J. Dichiara, Bradly J. Thrasher, Kupper A. Wintergerst
Publikováno v:
Medicine & Science in Sports & Exercise. 54:426-426
Autor:
Caitlin Hayward, Kyle Schulz, Holly A. Derry, Benjamin Hayward, Timothy A. McKay, Benjamin P. Koester, Elizabeth Hanley, Rebecca L. Matz
Publikováno v:
LAK
Large courses act as gateways for college students and often have poor outcomes, particularly in STEM fields where the pace of improvement has been glacial. Students encounter barriers to persistence like low grades, competitive cultures, and a lack