Serigne Mbaye Gningue

Biographic Data

ID1213510
NAMESerigne Mbaye Gningue
GIVEN NAMESSerigne Mbaye
FAMILY NAMEGningue
SIGNATUREGNINGUE S M
AFFILIATIONSEmirates College for Advanced Education
ORCID0000-0002-9387-0608
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS4
WORKS AS AUTHOR5
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Empowering Mathematics Learning Through Aleks

    Open AccessNadeia Al Alawi, Serigne Mbaye Gningue et al.ARTICLEEducation Sciences2026

    The current study examined the perceptions of elite high school students in the United Arab Emirates about their experiences in learning and acquiring mathematical concepts and skills through the ALEKS system that stands for Assessment and Learning in Knowledge Spaces. ALEKS is an e-assessment and tutoring platform that facilitates the teaching and learning of mathematics for students in Grades 5–12 using versatile and personalized teaching funct…

  • Impacts of Teachers’ Mindsets on Their Ways of Teaching Students in High Needs Schools

    Open AccessSerigne Mbaye Gningue, Gaoyin Qian et al.ARTICLESAGE Open2024

    This study sought to examine the kinds of mindsets that the participating teachers demonstrated in their teaching and the impact of teachers’ mindsets on their ways of teaching mathematics and science. Seven teachers who were teaching science or mathematics in high-needs schools in the urban context of the Bronx, New York were the participants of the study, with interview data and analysis provided for three participants representing the low, med…

  • Exploring the Type and Quality of Peer Feedback in a Graduate-Level Blended Course

    Open AccessEvrim Erbilgin, Jennifer M Robinson et al.ARTICLEEducation Sciences2023

    Most blended graduate courses engage students in peer feedback activities based on sociocultural theories of learning. Despite its growing importance, little is known about the quality and type of feedback that graduate students provide to their peers in online learning settings. This study aimed to explore the quality and type of feedback that graduate students provided to each other during online learning activities that took place in a blended…

  • The Relationship between Teacher Leadership and School Climate

    Open AccessSerigne Mbaye Gningue, Roger Peach et al.ARTICLEEducation Sciences2022

    A positive school climate and teacher leadership have both been shown to have beneficial effects on student achievement. This study was part of a wider research effort designed to assess the effects of a teacher-leadership development project. We hypothesized that there was a positive relationship between teacher leadership development and school climate. Seventy project participants from two cohorts responded to a teacher-leadership survey and 8…

  • First-Year Urban Mathematics and Science Middle School Teachers

    Open AccessAngela M Kelly, Serigne Mbaye Gningue et al.ARTICLEEducation and Urban Society2015Cited by: 4References: 39

    This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom obs…