Shangmou Xu
Biographic Data
| ID | 3935832 |
|---|---|
| NAME | Shangmou Xu |
| GIVEN NAMES | Shangmou |
| FAMILY NAME | Xu |
| SIGNATURE | XU S |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-6339-3644 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Impact of Active Learning on Student Course Performance in STEM Varies by Type and Intensity: A Meta-Analysis
Active learning in undergraduate STEM courses boosts student achievement and narrows gaps for underrepresented students compared to traditional lecturing. This meta-analysis aims to further understand the role of active learning practices by interrogating features of the classroom context (e.g., introductory vs. upper-level courses, class size, and discipline) and active learning practices (e.g., type and intensity of active learning) that are co…
Variation and change in high school STEM opportunity to learn in the US: Is the organization of the STEM curriculum functional or conflict driven
Social Determinants of School-to-School Differences in Opportunity to Learn (OTL): A Cross-National Study
Do some students learn more than others because they attend School A instead of School B? Or is educational inequality generated elsewhere, from common processes within schools, or outside of formal schooling? Within these paradigmatic questions, this study investigates the social determinants of school-to-school differences in STEM course-taking experiences, a key component of Opportunity to Learn (OTL), in a cross-national setting. Drawing on a…
Re-Examining the Public-Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS
This paper examines public-Catholic gap in STEM opportunity to learn in the US using Mahalanobis-distance matching and adjacent categories models. Consistent with prior studies, there are significant public-Catholic differences in math and science course sequence level and total credits earned. However, we find that these gaps are largely accounted for by selection processes among students of differing family background. Moreover, we find that th…
Re-Examining the Public-Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS
This paper examines public-Catholic gap in STEM opportunity to learn in the US using Mahalanobis-distance matching and adjacent categories models. Consistent with prior studies, there are significant public-Catholic differences in math and science course sequence level and total credits earned. However, we find that these gaps are largely accounted for by selection processes among students of differing family background. Moreover, we find that th…
Social Determinants of School-to-School Differences in Opportunity to Learn (OTL): A Cross-National Study
Do some students learn more than others because they attend School A instead of School B? Or is educational inequality generated elsewhere, from common processes within schools, or outside of formal schooling? Within these paradigmatic questions, this study investigates the social determinants of school-to-school differences in STEM course-taking experiences, a key component of Opportunity to Learn (OTL), in a cross-national setting. Drawing on a…
Re-Examining the Public-Catholic School Gap in STEM Opportunity to Learn: New Evidence from HSLS
This paper examines public-Catholic gap in STEM opportunity to learn in the US using Mahalanobis-distance matching and adjacent categories models. Consistent with prior studies, there are significant public-Catholic differences in math and science course sequence level and total credits earned. However, we find that these gaps are largely accounted for by selection processes among students of differing family background. Moreover, we find that th…
Social Determinants of School-to-School Differences in Opportunity to Learn (OTL): A Cross-National Study
Do some students learn more than others because they attend School A instead of School B? Or is educational inequality generated elsewhere, from common processes within schools, or outside of formal schooling? Within these paradigmatic questions, this study investigates the social determinants of school-to-school differences in STEM course-taking experiences, a key component of Opportunity to Learn (OTL), in a cross-national setting. Drawing on a…
The Impact of Active Learning on Student Course Performance in STEM Varies by Type and Intensity: A Meta-Analysis
Active learning in undergraduate STEM courses boosts student achievement and narrows gaps for underrepresented students compared to traditional lecturing. This meta-analysis aims to further understand the role of active learning practices by interrogating features of the classroom context (e.g., introductory vs. upper-level courses, class size, and discipline) and active learning practices (e.g., type and intensity of active learning) that are co…
Variation and change in high school STEM opportunity to learn in the US: Is the organization of the STEM curriculum functional or conflict driven
Mathematics education (2 works) · Psychology (2 works) · School Choice and Performance (2 works) · Science Education and Pedagogy (2 works) · Academic achievement (1 works) · Class size (1 works) · Computer Science (1 works) · Cooperative learning (1 works) · Curriculum (1 works) · Developmental psychology (1 works)