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Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions
16 references·16 citing·48 second hopsampled
Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions (2015)Caution, Student Experience May Vary: Soc…The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The ICAP Framework: Linking C…Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? (2014)Getting Under the Hood: How a…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity (2013)Structure Matters: Twenty-One…Mere belonging: The power of social connections. (2011)Mere belonging: The power of …Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009)Why Peer Discussion Improves …Transgender History, Homonormativity, and Disciplinarity (2007)Transgender History, Homonorm…The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (2007)The Student-Centered Activiti…Model Based Inference in the Life Sciences: A Primer on Evidence (2007)Model Based Inference in the …A question of belonging: Race, social fit, and achievement. (2007)A question of belonging: Race…From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools (2006)From the Achievement Gap to t…Classroom Goal Structure, Student Motivation, and Academic Achievement (2005)Classroom Goal Structure, Stu…Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science (2005)Body Projects of Young Women …Peer Instruction: Ten years of experience and results (2001)Peer Instruction: Ten years o…Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Effects of Small-Group Learni…Cooperative Learning Returns To College What Evidence Is There That It Works? (1998)Cooperative Learning Returns …Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students (2021)Christianity as a Concealable…“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning (2021)“I Like and Prefer to Work Al…Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them (2020)Undergraduate Student Concern…Student Engagement in Active Learning Classes (2020)Student Engagement in Active …Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students (2020)Relationships between the Rel…Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses (2019)Student Anxiety and Perceptio…Investigating Undergraduate Biology Students’ Science Identity Production (2019)Investigating Undergraduate B…Hidden Identities Shape Student Perceptions of Active Learning Environments (2019)Hidden Identities Shape Stude…Equity Beyond Bias in Language Technologies for Education (2019)Equity Beyond Bias in Languag…Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology (2018)Who perceives they are smarte…To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses (2018)To be funny or not to be funn…Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement (2018)Contemporary Issues in Group …What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom (2017)What’s in a Name? The Importa…Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major (2017)Student anxiety in introducto…Comparison of high-technology active learning and low-technology active learning classrooms (2017)Comparison of high-technology…Student Buy-In to Active Learning in a College Science Course (2016)Student Buy-In to Active Lear…Practical Meta-Analysis (2000)Does Active Learning Work? A Review of the Research (2004)Digest of Education Statistics (2014)Flipped classroom improves student learning in health professions education: a meta-analysis (2018)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Force concept inventory (1992)Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology (2009)Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011)The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices (2013)A Theory of Social Comparison Processes (1954)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Ambient belonging: How stereotypical cues impact gender participation in computer science. (2009)A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students (2011)Social-Psychological Interventions in Education (2011)Motivational and self-regulated learning components of classroom academic performance. (1990)School Engagement: Potential of the Concept, State of the Evidence (2004)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Eight Ways to Promote Generative Learning (2015)Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019)Cooperative learning : increasing college faculty instructional productivity (1991)Pedagogies of Engagement: Classroom-Based Practices (2005)The Flipped Classroom: A Survey of the Research (2020)Mind in Society: The Development of Higher Psychological Processes (1978)A nation at risk (1983)Statistical Methods for Meta-Analysis (1988)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Classrooms: Goals, structures, and student motivation. (1992)Motivation in Education: Theory, Research, and Applications (1995)Expectancy–Value Theory of Achievement Motivation (2000)On the measurement of achievement goals: Critique, illustration, and application. (2008)School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015)Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016)EQUALITY OF EDUCATIONAL OPPORTUNITY (1968)Ways with Words: Language, Life and Work in Communities and Classrooms (1984)Metaphors We Live By (2003)Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen (2007)The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies (2009)Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society (2016)Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Where's the evidence that active learning works? (2006)Conducting Educational Design Research (2018)Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms (2014)Study of Effectiveness of Time Series Modeling (Arima) in Forecasting Stock Prices (2014)Empirical approaches to the study of language evolution (2017)
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References

  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 2006From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools3,204 cited
  • 2014The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes2,891 cited
  • 2001Peer Instruction: Ten years of experience and results2,678 cited
  • 2007A question of belonging: Race, social fit, and achievement.2,162 cited
  • 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis1,941 cited
  • 2007Model Based Inference in the Life Sciences: A Primer on Evidence1,842 cited
  • 2005Classroom Goal Structure, Student Motivation, and Academic Achievement1,257 cited
  • 1998Cooperative Learning Returns To College What Evidence Is There That It Works?1,010 cited
  • 2009Why Peer Discussion Improves Student Performance on In-Class Concept Questions957 cited
  • 2014Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?552 cited
  • 2011Mere belonging: The power of social connections.543 cited
  • 2013Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity496 cited
  • 2007Transgender History, Homonormativity, and Disciplinarity

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475 cited
  • 2007The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project432 cited
  • 2005Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science418 cited
  • Cited by

    • 2016Student Buy-In to Active Learning in a College Science Course160 cited
    • 2017Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major144 cited
    • 2019Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses122 cited
    • 2017Comparison of high-technology active learning and low-technology active learning classrooms120 cited
    • 2018Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology114 cited
    • 2017What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom104 cited
    • 2021“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning82 cited
    • 2020Student Engagement in Active Learning Classes68 cited
    • 2018To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses64 cited
    • 2019Hidden Identities Shape Student Perceptions of Active Learning Environments63 cited
    • 2019Equity Beyond Bias in Language Technologies for Education62 cited
    • 2018Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement62 cited
    • 2020Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them56 cited
    • 2021Christianity as a Concealable Stigmatized Identity (CSI) among Biology Graduate Students46 cited
    • 2019Investigating Undergraduate Biology Students’ Science Identity Production44 cited
    • 2020Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students38 cited