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      Gender Performance Gaps Across Different Assessment Methods and the Underlying Mechanisms: The Case of Incoming Preparation and Test Anxiety

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          Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

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            The Nature, Effects, and Relief of Mathematics Anxiety

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              Increased structure and active learning reduce the achievement gap in introductory biology.

              Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students--without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.
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                Author and article information

                Journal
                Frontiers in Education
                Front. Educ.
                Frontiers Media SA
                2504-284X
                September 27 2019
                September 27 2019
                : 4
                Article
                10.3389/feduc.2019.00107
                67a31ff8-1d86-4edc-bc30-20811bd90fb0
                © 2019

                Free to read

                https://creativecommons.org/licenses/by/4.0/

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