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Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy
Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and...
Autores principales: | Bauer, Angela C., Coffield, Vernon M., Crater, Dinene, Lyda, Todd, Segarra, Verónica A., Suh, Kevin, Vigueira, Cynthia C., Vigueira, Patrick A. |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697644/ https://www.ncbi.nlm.nih.gov/pubmed/32004100 http://dx.doi.org/10.1187/cbe.19-07-0134 |
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