Over the last two decades, statistics educators have made important changes to introductory courses. Current guidelines emphasize developing statistical thinking in students and exposing them to the entire investigative process in the context of interesting research questions and real data. As a result, many concepts (confounding, multivariable…

"U-Pace" instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of "U-Pace" instruction for students at risk for college noncompletion and students not at risk and to determine whether concept mastery, amplified assistance, or both…

Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the…

Less than optimal student success in gateway courses figures prominently in college noncompletion. Past findings suggest that "U-Pace" instruction holds promise for increasing student success. However, all published studies of "U-Pace" instruction were conducted in the gateway course context of introductory psychology. The…

General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three…

Objective: This is a replication of a study that examined the effects of teaching foundation competencies in group work to social work students and assessed their self-confidence in applying these skills. This study improves on the first by utilizing a controlled design. Method: Twenty-six master of social work students were taught group work…

Most homework sets in statistics courses are constructed so that students concentrate or "mass" their practice on a certain topic in one problem set. Distributed practice homework sets include review problems in each set so that practice on a topic is distributed across problem sets. There is a body of research that points to the…