Jillian Ives
Datos Biográficos
| ID | 5453360 |
|---|---|
| NOMBRE | Jillian Ives |
| NOMBRES | Jillian |
| APELLIDO | Ives |
| FIRMA | IVES J |
| AFILIACIONES | University of Connecticut |
| ORCID | 0000-0001-8080-070X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1975 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Broadening participation in STEM through equity-minded high-impact practices
High-impact practices (HIPs), such as undergraduate research, first-year seminars, and learning communities, have been shown to generally advance college student success. However, there are often disparities in access, participation, and outcomes between white and racially/ethnically minoritized students. While scholars have critiqued HIPs and provided alternative approaches to better serve minoritized students, we know little about how federally…
Instructors’ Conceptions of Minoritized College Students’ Prior Knowledge and Their Related Teaching Practices
Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and ext…
First-Generation College Students as Academic Learners
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their ac…
Examining an Urban District’s College-Going Culture
The significance of work
Data are presented from a pilot investigation with managers and students. The Q‐sort and a simple questionnaire were used to enable the individuals to express what importance their work had for them and to suggest what satisfactions they wished to obtain at work
The significance of work
Data are presented from a pilot investigation with managers and students. The Q‐sort and a simple questionnaire were used to enable the individuals to express what importance their work had for them and to suggest what satisfactions they wished to obtain at work
First-Generation College Students as Academic Learners
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their ac…
Examining an Urban District’s College-Going Culture
Instructors’ Conceptions of Minoritized College Students’ Prior Knowledge and Their Related Teaching Practices
Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and ext…
Broadening participation in STEM through equity-minded high-impact practices
High-impact practices (HIPs), such as undergraduate research, first-year seminars, and learning communities, have been shown to generally advance college student success. However, there are often disparities in access, participation, and outcomes between white and racially/ethnically minoritized students. While scholars have critiqued HIPs and provided alternative approaches to better serve minoritized students, we know little about how federally…
Higher education (3 obras) · Pedagogy (3 obras) · Psychology (3 obras) · Engineering (2 obras) · Evaluation of Teaching Practices (2 obras) · Political science (2 obras) · Public relations (2 obras) · Sociology (2 obras) · Agency (philosophy (1 obras) · Applied Psychology (1 obras)