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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
A Mixed Method Approach To Explore Lecturers' Pedagogical And Content Knowledge, Students' Perspectives And Learning Experiences In Mathematics For Social Science Course, Julio Hector Solis
A Mixed Method Approach To Explore Lecturers' Pedagogical And Content Knowledge, Students' Perspectives And Learning Experiences In Mathematics For Social Science Course, Julio Hector Solis
Open Access Theses & Dissertations
Research indicates that institutions and teachers' pedagogical and content knowledge are essential to student learning and achievement. Nevertheless, teachers' knowledge and practices have been researched primarily in K-12th grades. Therefore, there is a gap in understanding teaching practices in higher education. Moreover, research has forgotten about exploring math classes for non-STEM majors. With this in mind, this research investigates how students perceive math professors' pedagogical and content knowledge and their effect on students' learning experiences in the context of mathematics for social science classes. To achieve this, this study takes a mixed-methods approach in its use of an observation protocol, …
Developmental Mathematics: A Quantitative Investigation Of Instructor Classification As Related To Student Success, Brittany A. Fish
Developmental Mathematics: A Quantitative Investigation Of Instructor Classification As Related To Student Success, Brittany A. Fish
Electronic Theses and Dissertations
The purpose of this quantitative study was to examine what type of predictive power exists between an instructor’s employment classification, student gender, student race, and first-generation status on a student’s academic success in developmental mathematics, as measured by final semester grades at a regionally comprehensive state university in Texas between fall 2013 and spring 2017. Data were collected from the institution under study and the sample population included 1932 unique student observations. The data collected in this study were analyzed through a binary logistic regression model to determine whether an instructor’s employment classification, student gender, student race, and first-generation status …
Interview Of Margaret Mccoey, M.S., Margaret M. Mccoey, Matthew Riffe
Interview Of Margaret Mccoey, M.S., Margaret M. Mccoey, Matthew Riffe
All Oral Histories
Margaret “Peggy” McCoey is the Director of Graduate Programs in Computer Information Science, Information Technology, and Economic Crime Forensics at La Salle University. Born in the Oxford Circle section of Philadelphia in 1957, Peggy grew up in St. Martin of Tours parish attending their grade school before going to Little Flower High School. After graduation in 1975, Peggy entered La Salle University an undergraduate where she received a bachelor’s degree in Computer Science. Peggy received a master’s degree from Villanova in 1984. Beginning in 1982, Peggy McCoey has taught at La Salle University in some capacity. Throughout the 1990’s, Peggy …
Retention And Success Of Underrepresented Minorities In Stem At University Of Massachusetts Boston: A Pilot Study Of The Impact Of Freshman Success Communities, Michael P. Johnson Jr., Alvine Sangang, Liliana Mickle
Retention And Success Of Underrepresented Minorities In Stem At University Of Massachusetts Boston: A Pilot Study Of The Impact Of Freshman Success Communities, Michael P. Johnson Jr., Alvine Sangang, Liliana Mickle
Michael P. Johnson
Today’s college graduates are facing a complex world in which the demand for a sophisticated skill set is ever increasing; this is even more salient in the Science, Technology, Engineering and Mathematics (STEM) fields. Therefore, the success of students majoring in STEM appears critical for meeting the market demand for such degrees. Unfortunately, current rates of success in STEM suggest that there are a number of challenges impeding STEM major completion, particularly for underrepresented minorities. In the academic year 2011, the share of underrepresented minorities (URM) receiving STEM degrees in the University of Massachusetts system was 8.7%. In the 15- …