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Download full textKatz, Sandra; Albacete, Patricia; Jordan, Pamela – Grantee Submission, 2016
This poster reports on a study that compared three types of summaries at the end of natural-language tutorial dialogues and a no-dialogue control, to determine which type of summary, if any, best predicted learning gains. Although we found no significant differences between conditions, analyses of gender differences indicate that female students…
Descriptors: Natural Language Processing, Intelligent Tutoring Systems, Reflection, Dialogs (Language)
Direct linkHerrmann, Sarah D.; Adelman, Robert Mark; Bodford, Jessica E.; Graudejus, Oliver; Okun, Morris A.; Kwan, Virginia S. Y. – Grantee Submission, 2016
Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about…
Descriptors: Females, Role Models, STEM Education, Gender Differences
Askew, Karyl; Stevenson, Olivia; Jones, Bridget – Grantee Submission, 2018
"INSPIRE" is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. "INSPIRE" provides an innovative integrated K-12 STEM pipeline approach focused on STEM course content and instructional redesign. The INSPIRE model was implemented in Cabarrus County…
Descriptors: STEM Education, Standardized Tests, Mathematics Achievement, Science Achievement
