Hannah Jordt

TL;DR: The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.

TL;DR: The heads-and-hearts hypothesis, which holds that meaningful reductions in achievement gaps only occur when course designs combine deliberate practice with inclusive teaching, is proposed and supports calls to replace traditional lecturing with evidence-based, active-learning course designs across the STEM disciplines.

TL;DR: A short, scalable values affirmation intervention reduces the achievement gap between underrepresented minority students and white students in an introductory biology course.

TL;DR: Experimental evolution shows that host–plasmid coevolution in the presence of antibiotics promoted the emergence of multidrug resistance via two distinct conjugative plasmids in communities of Escherichia coli and Klebsiella pneumoniae once antibiotics were removed.

TL;DR: In this paper, the authors used other analysis models to analyze education research data, which often do not meet the assumptions for linear regression models; other analysis model must be used to analyze these data.