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Direct linkDonovan, Brian M.; Semmens, Rob; Keck, Phillip; Brimhall, Elizabeth; Busch, K. C.; Weindling, Monica; Duncan, Alex; Stuhlsatz, Molly; Bracey, Zoë Buck; Bloom, Mark; Kowalski, Susan; Salazar, Brae – Science Education, 2019
When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and…
Descriptors: Genetics, Racial Bias, Adolescents, Adults
White, Susan W.; Elias, Rebecca; Capriola-Hall, Nicole N.; Smith, Isaac C.; Conner, Caitlin M.; Asselin, Susan B.; Howlin, Patricia; Getzel, Elizabeth E.; Mazefsky, Carla A. – Journal of Autism and Developmental Disorders, 2017
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the…
Descriptors: Transitional Programs, Pervasive Developmental Disorders, Autism, Randomized Controlled Trials
Download full textHoogland, Kees; Pepin, Birgit – Adults Learning Mathematics, 2016
Word problems are often used to assess numeracy, despite the growing number of reports on difficulties students encounter with this genre of mathematical problems. These reports contend that a large number of difficulties are influenced by the way the problems are presented, that is, with verbal representations of the problem situations. These…
Descriptors: Foreign Countries, Numeracy, Word Problems (Mathematics), Adults
