Trang C Tran
Biographic Data
| ID | 4636352 |
|---|---|
| NAME | Trang C Tran |
| GIVEN NAMES | Trang C |
| FAMILY NAME | Tran |
| SIGNATURE | TRAN T C |
| AFFILIATIONS | University of Alaska Anchorage |
| ORCID | 0000-0002-3554-6594 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
General Education Biology Lab Syllabi in the US
While syllabi and their learning outcome statements may not reflect all classroom practices, the document is often the first information students receive upon starting a course, and it formally communicates what students are meant to take away from the learning experience. This paper presents a quantitative content document analysis of the explicit outcomes presented in general education (non-majors) biology lab syllabi. Using a stratified random…
Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts
The implementation of equity‐oriented reforms is never simply a technical matter: it involves directly engaging with the norms and politics responsible for reproducing inequitable opportunities and outcomes, and with efforts to promote educational justice. To date, there has been little research on how leaders in science education navigate the political environments of schooling to engage in equity work in their local contexts. The current politi…
The impact of disrupted in-person student teaching on preservice teachers’ perceptions of preparedness
This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had “normal” student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite truncated student teaching experiences, the…
Spillover Effects
We explore the restructuring of a 2-semester introductory biology course into a 1-semester intensive by comparing 1,457 and 908 students who took the first and second courses in the sequence, respectively, to 1,231 who took the intensive. We report outcomes before and after the restructure, including outcomes in the focal course, in concurrently enrolled courses, in subsequent biology courses, and in university retention. Overall, students in int…
Mediating Students’ Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a thre…
No prominent works on this page.
Mediating Students’ Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a thre…
The impact of disrupted in-person student teaching on preservice teachers’ perceptions of preparedness
This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had “normal” student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite truncated student teaching experiences, the…
Spillover Effects
We explore the restructuring of a 2-semester introductory biology course into a 1-semester intensive by comparing 1,457 and 908 students who took the first and second courses in the sequence, respectively, to 1,231 who took the intensive. We report outcomes before and after the restructure, including outcomes in the focal course, in concurrently enrolled courses, in subsequent biology courses, and in university retention. Overall, students in int…
Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts
The implementation of equity‐oriented reforms is never simply a technical matter: it involves directly engaging with the norms and politics responsible for reproducing inequitable opportunities and outcomes, and with efforts to promote educational justice. To date, there has been little research on how leaders in science education navigate the political environments of schooling to engage in equity work in their local contexts. The current politi…
General Education Biology Lab Syllabi in the US
While syllabi and their learning outcome statements may not reflect all classroom practices, the document is often the first information students receive upon starting a course, and it formally communicates what students are meant to take away from the learning experience. This paper presents a quantitative content document analysis of the explicit outcomes presented in general education (non-majors) biology lab syllabi. Using a stratified random…
Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Evaluation of Teaching Practices (2 works) · Innovative Teaching Methods (2 works) · Perception (2 works) · Political science (2 works) · Autonomy (1 work) · Biology (1 work) · Career Development and Diversity (1 work)