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Amber Todd
Researcher at Wright State University
Publications - 18
Citations - 256
Amber Todd is an academic researcher from Wright State University. The author has contributed to research in topics: Context (language use) & Rasch model. The author has an hindex of 8, co-authored 18 publications receiving 215 citations.
Papers
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Journal ArticleDOI
YPEL3, a p53-regulated gene that induces cellular senescence.
Kevin Daniel Kelley,Kelly Miller,Amber Todd,Amy R. Kelley,Rebecca Tuttle,Steven J. Berberich +5 more
TL;DR: It is shown that YPEL3 activates cellular senescence downstream of p53, a novel tumor suppressor which upon induction triggers a permanent growth arrest in human tumor and normal cells.
Journal ArticleDOI
Empirical refinements of a molecular genetics learning progression: The molecular constructs
Amber Todd,Lisa Kenyon +1 more
TL;DR: For example, this paper found that 10th grade students held naive ideas prior to instruction and tracked their ideas through all the levels of each construct during the course of one academic year.
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Understanding patterns of evolution acceptance—A new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students
TL;DR: The Measure of Acceptance of the Theory of Evolution (MATE) is validated on undergraduate students using the Rasch model and the MATE is explored qualitatively how students express their acceptance of evolution, corroborating previous claims that teaching macroevolution may be one way to improve students’ acceptance.
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Development and Validation of the Learning Progression–Based Assessment of Modern Genetics in a High School Context
TL;DR: The Learning Progression-Based Assessment of Modern Genetics (LPA-MG) as discussed by the authors ) is a learning progression-based assessment of modern genetics for high school students, which was developed and validated in a high school biology context.
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How Do Undergraduate Students Conceptualize Acid–Base Chemistry? Measurement of a Concept Progression
TL;DR: This article developed and validated a new instrument, called Measuring Concept progressions in acid-base chemistry (MCAB) and used it to better understand the progression of undergraduate students' understandings about acidbase chemistry.