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Direct linkCarver, Susan D.; Van Sickle, Jenna; Holcomb, John P.; Jackson, Debbie K.; Resnick, Andrew H.; Duffy, Stephen F.; Sridhar, Nigamanth; Marquard, Antoinette M.; Quinn, Candice M. – Journal of STEM Education: Innovations and Research, 2017
In 2012, Cleveland State University implemented a comprehensive program, called Operation STEM (OpSTEM), funded by two National Science Foundation grants, federal work study, and Cleveland State University. Its goal is to increase retention and graduation rates among Science, Technology, Engineering, and Mathematics (STEM) students by helping them…
Descriptors: School Holding Power, STEM Education, Mathematics Achievement, Calculus
Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D. – International Journal of Science Education, 2018
The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…
Descriptors: Units of Study, Online Courses, Learning Disabilities, English Language Learners
Han, Sunyoung; Capraro, Robert; Capraro, Mary Margaret – International Journal of Science and Mathematics Education, 2015
The purpose of this study was to investigate whether participating in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities effected students who had varied performance levels and to what extent students' individual factors influenced their mathematics achievement. STEM PBL has been a critical challenge…
Descriptors: STEM Education, Active Learning, Student Projects, Student Characteristics
Brooks, D. Christopher – British Journal of Educational Technology, 2011
The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical…
Descriptors: Quasiexperimental Design, Active Learning, Classroom Environment, Conventional Instruction
Rappolt-Schlichtmann, Gabrielle; Daley, Samantha G.; Lim, Seoin; Lapinski, Scott; Robinson, Kristin H.; Johnson, Mindy – Journal of Educational Psychology, 2013
Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal…
Descriptors: Elementary School Science, Access to Education, Student Journals, Computer Uses in Education
Eddy, Sarah L.; Hogan, Kelly A. – CBE - Life Sciences Education, 2014
At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or…
Descriptors: College Students, Active Learning, Intervention, Academic Achievement
Geier, Robert; Blumenfeld, Phyllis C.; Marx, Ronald W.; Krajcik, Joseph S.; Fishman, Barry; Soloway, Elliot; Clay-Chambers, Juanita – Journal of Research in Science Teaching, 2008
Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort…
Descriptors: Student Needs, Urban Schools, Educational Change, Scaling
Peer reviewedRoss, Steven M.; Smith, Lana J. – Elementary School Journal, 1994
Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…
Descriptors: Active Learning, Classroom Environment, Cooperative Learning, Early Reading
