creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

/pdf/active-learning-increases-student-performance-in-science-3j0c6wu4k5.pdf

Active learning increases student performance in science, engineering, and mathematics

A recursive analysis of network and institutional evolution is offered to account for the decentralized structure of the commercial field of the life sciences Four alternative logics of attachment—accumulative advantage, homophily, follow‐the‐trend, and multiconnectivity—are tested to explain the structure and dynamics of interorganizational collaboration in biotechnology Using multiple novel methods, the authors demonstrate how different rules for affiliation shape network evolution Commercialization strategies pursued by early corporate entrants are supplanted by universities, research institutes, venture capital, and small firms As organizations increase their collaborative activities and diversify their ties to others, cohesive subnetworks form, characterized by multiple, independent pathways These structural components, in turn, condition the choices and opportunities available to members of a field, thereby reinforcing an attachment logic based on differential connections to diverse partners

/pdf/network-dynamics-and-field-evolution-the-growth-of-516yrjpl9b.pdf

Network dynamics and field evolution : The growth of interorganizational collaboration in the life sciences

http://calitc.pbworks.com/f/TechTransferStudy.pdf

Technology transfer and public policy: a review of research and theory

Stigmatization can give rise to belonging uncertainty. In this state, people are sensitive to information diagnostic of the quality of their social connections. Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings. In Experiment 1, students were led to believe that they might have few friends in an intellectual domain. Whereas White students were unaffected, Black students (stigmatized in academics) displayed a drop in their sense of belonging and potential. In Experiment 2, an intervention that mitigated doubts about social belonging in college raised the academic achievement (e.g., college grades) of Black students but not of White students. Implications for theories of achievement motivation and intervention are discussed.

http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf

A question of belonging: race, social fit, and achievement.

Summary During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the literature on the relationships between teacher beliefs and practices. It begins with an overview of traditional research on teaching in general, followed by a discussion of teacher cognition under which teacher beliefs/theories are subsumed. After introducing the notion of ‘the Missing Paradigm’ in the mainstream teacher education research, the article examines the theoretical frameworks underlying teacher beliefs and practices research. Next it provides a synthesis of recent research on teacher beliefs and practices, addressing critical issues germane t...

A review of research on teacher beliefs and practices

: 1. Elementary and Secondary Science and Mathematics Education. 2. Higher Education in Science and Engineering. 3. Science and Engineering Workforce. 4. Research & Development: Financial Resources and Instituional Linkages. 5. Academic Research and Development: Financial Resources, Personnel, and Outputs. 6. Technology Development and competitiveness. 7. Science and Technology: Public Attitudes and Public Understanding.

Jon D Miller

Papers

Science and Engineering Indicators