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What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities
16 references·1 citing·47 second hop
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(2014)Getting Under the Hood: How a…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices (2013)The Classroom Observation Pro…Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity (2013)Structure Matters: Twenty-One…Diagnostic and Statistical Manual of Mental Disorders (2013)Diagnostic and Statistical Ma…The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. (2011)The Post-High School Outcomes…Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011)Increased Structure and Activ…Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)Qualitative Quality: Eight “B…Universal Design for Learning Guidelines, version 1.0. (2008)Universal Design for Learning…The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (2007)The Student-Centered Activiti…Anxiety and academic performance: A meta-analysis of findings (1991)Anxiety and academic performa…The Representation of Disability and Accessibility in Chemistry and STEM Education Research: An Integrative Literature Review (2025)The Representation of Disabil…The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Peer Instruction: Ten years of experience and results (2001)A Revision of Bloom's Taxonomy: An Overview (2002)Increasing Persistence of College Students in STEM (2013)It's not about seat time: Blending, flipping, and efficiency in active learning classrooms (2014)Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016)Scoping studies: towards a methodological framework (2005)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Flipped classroom improves student learning in health professions education: a meta-analysis (2018)The flipped classroom: A review of its advantages and challenges (2018)Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy (2023)Practical Meta-Analysis (2000)Does Active Learning Work? A Review of the Research (2004)Digest of Education Statistics (2014)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Manual for the State-Trait Anxiety Inventory (1970)Review of research in education (1973)Statistical Methods for Meta-Analysis (1988)Is Emotional Intelligence an Advantage? An Exploration of the Impact of Emotional and General Intelligence on Individual Performance (2002)Achievement Emotions: A Control‐Value Approach (2010)L2 grit: Passion and perseverance for second-language learning (2020)Naturalistic inquiry (1985)Qualitative inquiry and research design: choosing among five traditions. 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this work references cited by second hop

References

  • 2013Diagnostic and Statistical Manual of Mental Disorders116,254 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 2010Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research7,511 cited
  • 2015The use of flipped classrooms in higher education: A scoping review2,151 cited
  • 2008Universal Design for Learning Guidelines, version 1.0.1,811 cited
  • 2020Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math1,383 cited
  • 2016Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content1,129 cited
  • 2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology958 cited
  • 2011The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005.675 cited
  • 1991Anxiety and academic performance: A meta-analysis of findings607 cited
  • 2013The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices573 cited
  • 2014Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?552 cited
  • 2016Disability Discourse: Overview and Critiques of the Medical and Social Models517 cited

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  • 2013Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity496 cited
  • 2007The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project432 cited
  • 2021The Curious Construct of Active Learning385 cited
  • Cited by

    • 2025The Representation of Disability and Accessibility in Chemistry and STEM Education Research: An Integrative Literature Review14 cited