Sarah L. Eddy
Sarah L. Eddy
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Active learning increases student performance in science, engineering, and mathematics
S Freeman, SL Eddy, M McDonough, MK Smith, N Okoroafor, H Jordt, ...
Proceedings of the National Academy of Sciences 111 (23), 8410-8415, 2014
59442014
Getting under the hood: How and for whom does increasing course structure work?
SL Eddy, KA Hogan
CBE—Life Sciences Education 13 (3), 453-468, 2014
3802014
Gender gaps in achievement and participation in multiple introductory biology classrooms
SL Eddy, SE Brownell, MP Wenderoth
CBE—Life Sciences Education 13 (3), 478-492, 2014
1892014
Males under-estimate academic performance of their female peers in undergraduate biology classrooms
DZ Grunspan, SL Eddy, SE Brownell, BL Wiggins, AJ Crowe, ...
PloS one 11 (2), e0148405, 2016
1812016
A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data
SE Brownell, DS Hekmat-Scafe, V Singla, P Chandler Seawell, ...
CBE—Life Sciences Education 14 (2), ar21, 2015
1452015
PORTAAL: A classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes
SL Eddy, M Converse, MP Wenderoth
CBE—Life Sciences Education 14 (2), ar23, 2015
1252015
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines
SL Eddy, SE Brownell
Physical Review Physics Education Research 12 (2), 020106, 2016
1102016
Caution, student experience may vary: Social identities impact a student’s experience in peer discussions
SL Eddy, SE Brownell, P Thummaphan, MC Lan, MP Wenderoth
CBE—Life Sciences Education 14 (4), ar45, 2015
1042015
Student perception of group dynamics predicts individual performance: Comfort and equity matter
EJ Theobald, SL Eddy, DZ Grunspan, BL Wiggins, AJ Crowe
PloS one 12 (7), e0181336, 2017
752017
Values affirmation intervention reduces achievement gap between underrepresented minority and white students in introductory biology classes
H Jordt, SL Eddy, R Brazil, I Lau, C Mann, SE Brownell, K King, ...
CBE—Life Sciences Education 16 (3), ar41, 2017
542017
ASPECT: A survey to assess student perspective of engagement in an active-learning classroom
BL Wiggins, SL Eddy, L Wener-Fligner, K Freisem, DZ Grunspan, ...
CBE—Life Sciences Education 16 (2), ar32, 2017
522017
One size doesn’t fit all: Using factor analysis to gather validity evidence when using surveys in your research
E Knekta, C Runyon, S Eddy
CBE—Life Sciences Education 18 (1), rm1, 2019
512019
How should we teach tree-thinking? An experimental test of two hypotheses
SL Eddy, AJ Crowe, MP Wenderoth, S Freeman
Evolution: education and outreach 6 (1), 1-11, 2013
372013
The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences
BL Wiggins, SL Eddy, DZ Grunspan, AJ Crowe
AERA Open 3 (2), 2332858417708567, 2017
362017
The trade-off between graduate student research and teaching: A myth?
EE Shortlidge, SL Eddy
PloS one 13 (6), e0199576, 2018
312018
Cognitive difficulty and format of exams predicts gender and socioeconomic gaps in exam performance of students in introductory biology courses
CD Wright, SL Eddy, MP Wenderoth, E Abshire, M Blankenbiller, ...
CBE—Life Sciences Education 15 (2), ar23, 2016
302016
Faculty beliefs about intelligence are related to the adoption of active-learning practices
OR Aragón, SL Eddy, MJ Graham
CBE—Life Sciences Education 17 (3), ar47, 2018
212018
Pheromone isoform composition differentially affects female behaviour in the red-legged salamander, Plethodon shermani
DB Wilburn, SL Eddy, AJ Chouinard, SJ Arnold, RC Feldhoff, LD Houck
Animal Behaviour 100, 1-7, 2015
172015
Male terrestrial salamanders demonstrate sequential mate choice based on female gravidity and size
SL Eddy, DB Wilburn, AJ Chouinard, KA Doty, KM Kiemnec-Tyburczy, ...
Animal Behaviour 113, 23-29, 2016
152016
Closing the achievement gap in a large introductory course by balancing reduced in-person contact with increased course structure
S Gavassa, R Benabentos, M Kravec, T Collins, S Eddy
CBE—Life Sciences Education 18 (1), ar8, 2019
142019
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