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%% Cooper, Harris M.   
@article{fds348068,
   Author = {Koenka, AC and Linnenbrink-Garcia, L and Moshontz, H and Atkinson,
             KM and Sanchez, CE and Cooper, H},
   Title = {A meta-analysis on the impact of grades and comments on
             academic motivation and achievement: a case for written
             feedback},
   Journal = {Educational Psychology},
   Year = {2019},
   Month = {January},
   url = {http://dx.doi.org/10.1080/01443410.2019.1659939},
   Abstract = {© 2019, © 2019 Informa UK Limited, trading as Taylor &
             Francis Group. This research synthesis examined the impact
             of grades, comments, and no performance feedback on academic
             motivation and achievement in elementary and secondary
             school. Four meta-analyses were conducted, with two each
             exploring the impact of (a) grades versus no performance
             feedback and (b) grades versus comments on academic
             motivation and achievement, respectively. Overall results
             indicated that grades positively influenced achievement but
             negatively influenced motivation compared to no feedback.
             However, compared to those who received comments, students
             receiving grades had poorer achievement and less optimal
             motivation. Moderator analyses generally suggested that
             overall effects varied as a function of the type of
             motivation (i.e. the specific construct, internal vs.
             external motivation), context (e.g. academic subject;
             comment type), student characteristics (e.g. achievement
             level), and methodology (i.e. grade anticipation versus
             receipt), though it was not possible to test these
             moderators in all analyses. Theoretical and methodological
             contributions and implications for education practice are
             discussed.},
   Doi = {10.1080/01443410.2019.1659939},
   Key = {fds348068}
}


%% Ferraro, Thomas J.   
@book{fds350080,
   Author = {Ferraro, TJ},
   Title = {Transgression and Redemption in American
             Fiction},
   Pages = {272 pages},
   Publisher = {Oxford University Press},
   Year = {2020},
   Month = {October},
   ISBN = {0198863055},
   Abstract = {This book looks at modern American fiction in its own
             Italianate coloration: the interplay of sex (the red of
             passion), violence (the black of violence), and sanctity
             (the gold of redemption). Its purpose is to involve the
             reader in the mythopoetics of American narrative, long-lived
             and well overdue, in which Marian Catholicism is seen as
             integral to apprehending the nexus among eros, grace, and
             sacrifice in U.S. self-making—especially for Protestants!
             It starts with Hawthorne’s The Scarlet Letter, the primary
             instigator, as well as with Frederic’s ingenious
             retelling, The Damnation of Theron Ware, a second persisting
             prism. Sustained revisionist accounts of five major novels
             (and several stories) follow: Chopin’s The Awakening,
             James’ The Wings of the Dove, Fitzgerald’s The Great
             Gatsby, Cather’s The Professor’s House, and
             Hemingway’s The Sun Also Rises. Each novel is revealed not
             only as a melodrama of beset sexuality, as long recognized,
             but also as a martyr tale of forbidden love—successive,
             self-aware courtings of devotional Catholicism that the
             critical and teaching establishment has found too mysterious
             and too dangerous to recognize, never mind sanction. In
             counterpoint, Transgression & Redemption illuminates each
             tale in its own terms, which are often surprising yet almost
             always common-sensical; it identifies the special
             senses—beauty, courage, and wisdom—that emerge, often in
             the face of social terror and moral darkness, under
             Marian-Catholic pedagogy; and it yields an overview of the
             mainline of the modern American novel in which sexual
             transgression (including betrayal) and graced redemption
             (the sanctification of passion, mediated confession,
             martyring sacrifice) go hand in hand, syncretically.},
   Key = {fds350080}
}


%% Miller, Ezra   
@article{fds339830,
   Author = {Katthän, L and Michałek, M and Miller, E},
   Title = {When is a Polynomial Ideal Binomial After an Ambient
             Automorphism?},
   Journal = {Foundations of Computational Mathematics},
   Volume = {19},
   Number = {6},
   Pages = {1363-1385},
   Publisher = {Springer Nature America, Inc},
   Year = {2019},
   Month = {December},
   url = {http://dx.doi.org/10.1007/s10208-018-9405-0},
   Abstract = {© 2018, The Author(s). Can an ideal I in a polynomial ring
             k[x] over a field be moved by a change of coordinates into a
             position where it is generated by binomials xA- λxb with
             λ∈ k, or by unital binomials (i.e., with λ= 0 or 1)?
             Can a variety be moved into a position where it is toric? By
             fibering the G-translates of I over an algebraic group G
             acting on affine space, these problems are special cases of
             questions about a family I of ideals over an arbitrary
             base B. The main results in this general setting are
             algorithms to find the locus of points in B over which the
             fiber of Iis contained in the fiber of a second
             family I′ of ideals over B;defines a variety of
             dimension at least d;is generated by binomials; oris
             generated by unital binomials. A faster containment
             algorithm is also presented when the fibers of I are prime.
             The big-fiber algorithm is probabilistic but likely faster
             than known deterministic ones. Applications include the
             setting where a second group T acts on affine space, in
             addition to G, in which case algorithms compute the set of
             G-translates of Iwhose stabilizer subgroups in T have
             maximal dimension; orthat admit a faithful multigrading
             by Zr of maximal rank r. Even with no ambient group action
             given, the final application is an algorithm todecide
             whether a normal projective variety is abstractly toric. All
             of these loci in B and subsets of G are
             constructible.},
   Doi = {10.1007/s10208-018-9405-0},
   Key = {fds339830}
}


%% Noor, Mohamed A.   
@article{fds349407,
   Author = {Samuk, K and Manzano-Winkler, B and Ritz, KR and Noor,
             MAF},
   Title = {Natural Selection Shapes Variation in Genome-wide
             Recombination Rate in Drosophila pseudoobscura.},
   Journal = {Current Biology : Cb},
   Volume = {30},
   Number = {8},
   Pages = {1517-1528.e6},
   Year = {2020},
   Month = {April},
   url = {http://dx.doi.org/10.1016/j.cub.2020.03.053},
   Abstract = {While recombination is widely recognized to be a key
             modulator of numerous evolutionary phenomena, we have a poor
             understanding of how recombination rate itself varies and
             evolves within a species. Here, we performed a comprehensive
             study of recombination rate (rate of meiotic crossing over)
             in two natural populations of Drosophila pseudoobscura from
             Utah and Arizona, USA. We used an amplicon sequencing
             approach to obtain high-quality genotypes in approximately
             8,000 individual backcrossed offspring (17 mapping
             populations with roughly 530 individuals each), for which we
             then quantified crossovers. Interestingly, variation in
             recombination rate within and between populations largely
             manifested as differences in genome-wide recombination rate
             rather than remodeling of the local recombination landscape.
             Comparing populations, we discovered individuals from the
             Utah population displayed on average 8% higher crossover
             rates than the Arizona population, a statistically
             significant difference. Using a QST-FST analysis, we found
             that this difference in crossover rate was dramatically
             higher than expected under neutrality, indicating that this
             difference may have been driven by natural selection.
             Finally, using a combination of short- and long-read
             whole-genome sequencing, we found no significant association
             between crossover rate and structural variation at the
             200-400 kb scale. Our results demonstrate that (1) there is
             abundant variation in genome-wide crossover rate in natural
             populations, (2) at the 200-400 kb scale, recombination rate
             appears to vary largely genome-wide, rather than in specific
             intervals, and (3) interpopulation differences in
             recombination rate may be the result of local
             adaptation.},
   Doi = {10.1016/j.cub.2020.03.053},
   Key = {fds349407}
}

@article{fds339877,
   Author = {Korunes, KL and Noor, MAF},
   Title = {Pervasive gene conversion in chromosomal inversion
             heterozygotes.},
   Journal = {Molecular Ecology},
   Volume = {28},
   Number = {6},
   Pages = {1302-1315},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.1111/mec.14921},
   Abstract = {Chromosomal inversions shape recombination landscapes, and
             species differing by inversions may exhibit reduced gene
             flow in these regions of the genome. Though single
             crossovers within inversions are not usually recovered from
             inversion heterozygotes, the recombination barrier imposed
             by inversions is nuanced by noncrossover gene conversion.
             Here, we provide a genomewide empirical analysis of gene
             conversion rates both within species and in species hybrids.
             We estimate that gene conversion occurs at a rate of
             1 × 10-5 to 2.5 × 10-5 converted sites per bp per
             generation in experimental crosses within Drosophila
             pseudoobscura and between D. pseudoobscura and its
             naturally hybridizing sister species D. persimilis. This
             analysis is the first direct empirical assessment of gene
             conversion rates within inversions of a species hybrid. Our
             data show that gene conversion rates in interspecies hybrids
             are at least as high as within-species estimates of gene
             conversion rates, and gene conversion occurs regularly
             within and around inverted regions of species hybrids, even
             near inversion breakpoints. We also found that several gene
             conversion events appeared to be mitotic rather than meiotic
             in origin. Finally, we observed that gene conversion rates
             are higher in regions of lower local sequence divergence,
             yet our observed gene conversion rates in more divergent
             inverted regions were at least as high as in less divergent
             collinear regions. Given our observed high rates of gene
             conversion despite the sequence differentiation between
             species, especially in inverted regions, gene conversion has
             the potential to reduce the efficacy of inversions as
             barriers to recombination over evolutionary
             time.},
   Doi = {10.1111/mec.14921},
   Key = {fds339877}
}


%% Reynolds, Julie   
@article{fds352757,
   Author = {Reynolds, JA and Cai, V and Choi, J and Faller, S and Hu, M and Kozhumam,
             A and Schwartzman, J and Vohra, A},
   Title = {Teaching during a pandemic: Using high-impact writing
             assignments to balance rigor, engagement, flexibility, and
             workload.},
   Journal = {Ecology and Evolution},
   Year = {2020},
   Month = {October},
   url = {http://dx.doi.org/10.1002/ece3.6776},
   Abstract = {The COVID-19 pandemic has created new challenges for
             instructors who seek high-impact educational practices that
             can be facilitated online without creating excessive burdens
             with technology, grading, or enforcement of honor codes.
             These practices must also account for the possibility that
             some students may need to join courses asynchronously and
             have limited or unreliable connectivity. Of the American
             Association of Colleges and University's list of 11
             high-impact educational practices, writing-intensive courses
             may be the easiest for science faculty to adopt during these
             difficult times. Not only can writing assignments promote
             conceptual learning, they can also deepen student engagement
             with the subject matter and with each other. Furthermore,
             writing assignments can be incredibly flexible in terms of
             how they are implemented online and can be designed to
             reduce the possibility of cheating and plagiarism. To
             accelerate the adoption of writing pedagogies, we summarize
             evidence-based characteristics of effective writing
             assignments and offer a sample writing assignment from an
             introductory ecology course. We then suggest five strategies
             to help instructors manage their workload. Although the
             details of the sample assignment may be particular to our
             course, this framework is general enough to be adapted to
             most science courses, including those taught in-person,
             those taught online, and those that must be able to switch
             quickly between the two.},
   Doi = {10.1002/ece3.6776},
   Key = {fds352757}
}

@article{fds348773,
   Author = {Ahern-Dodson, J and Clark, CR and Mourad, T and Reynolds,
             JA},
   Title = {Beyond the numbers: understanding how a diversity mentoring
             program welcomes students into a scientific
             community},
   Journal = {Ecosphere},
   Volume = {11},
   Number = {2},
   Year = {2020},
   Month = {February},
   url = {http://dx.doi.org/10.1002/ecs2.3025},
   Abstract = {© 2020 The Authors. Programs designed to broaden
             participation in science are often deemed “successful”
             based on quantitative evidence such as student participation
             rates, retention, and persistence. These numbers alone only
             explain that a program met its goals; they seldom critically
             explain how, specifically, the program achieved its success.
             To address this gap, we studied students’ perspectives
             about and experiences with the Ecological Society of
             America's award-winning education and diversity mentoring
             program, Strategies for Ecology Education, Diversity and
             Sustainability (SEEDS). The persistence rate in ecology by
             SEEDS participants is three times greater than the national
             average, but the numbers alone do not explain the program's
             impact. We explored the reasons why this program has been so
             successful by gathering qualitative data as direct evidence
             explaining how SEEDS influenced participants’ decisions to
             study science and pursue science careers, and the resulting
             integration into a scientific community. We coded open-ended
             survey responses from SEEDS alumni against a social
             influence theoretical framework that proposes three dominant
             processes that predict students’ integration into a
             scientific community: scientific self-efficacy, scientific
             identity, and shared values with the scientific community.
             We not only found emergent evidence for all three processes,
             but we also gained a deeper understanding of how—in
             participants’ own words—SEEDS achieves its success.
             Specifically, SEEDS successfully welcomes students into a
             science community by (1) providing both breadth and depth of
             programming that offers flexible, multilayered approaches to
             developing self-efficacy to fit the needs of diverse
             students, (2) enabling participants to integrate a science
             identity into other preexisting identities, and (3)
             implementing programming that intentionally helps
             participants to consciously connect their values with those
             of their communities.},
   Doi = {10.1002/ecs2.3025},
   Key = {fds348773}
}

@article{fds343503,
   Author = {Dowd, JE and Thompson, RJ and Schiff, L and Haas, K and Hohmann, C and Roy,
             C and Meck, W and Bruno, J and Reynolds, JA},
   Title = {Student Learning Dispositions: Multidimensional Profiles
             Highlight Important Differences among Undergraduate STEM
             Honors Thesis Writers.},
   Journal = {Cbe Life Sciences Education},
   Volume = {18},
   Number = {2},
   Pages = {ar28},
   Publisher = {American Society for Cell Biology (ASCB)},
   Year = {2019},
   Month = {June},
   url = {http://dx.doi.org/10.1187/cbe.18-07-0141},
   Abstract = {Various personal dimensions of students-particularly
             motivation, self-efficacy beliefs, and epistemic beliefs-can
             change in response to teaching, affect student learning, and
             be conceptualized as learning dispositions. We propose that
             these learning dispositions serve as learning outcomes in
             their own right; that patterns of interrelationships among
             these specific learning dispositions are likely; and that
             differing constellations (or learning disposition profiles)
             may have meaningful implications for instructional
             practices. In this observational study, we examine changes
             in these learning dispositions in the context of six courses
             at four institutions designed to scaffold undergraduate
             thesis writing and promote students' scientific reasoning in
             writing in science, technology, engineering, and
             mathematics. We explore the utility of cluster analysis for
             generating meaningful learning disposition profiles and
             building a more sophisticated understanding of students as
             complex, multidimensional learners. For example, while
             students' self-efficacy beliefs about writing and science
             increased across capstone writing courses on average, there
             was considerable variability at the level of individual
             students. When responses on all of the personal dimensions
             were analyzed jointly using cluster analysis, several
             distinct and meaningful learning disposition profiles
             emerged. We explore these profiles in this work and discuss
             the implications of this framework for describing
             developmental trajectories of students' scientific
             identities.},
   Doi = {10.1187/cbe.18-07-0141},
   Key = {fds343503}
}


%% Roy, Christopher P.   
@article{fds343690,
   Author = {Dowd, JE and Thompson, RJ and Schiff, L and Haas, K and Hohmann, C and Roy,
             C and Meck, W and Bruno, J and Reynolds, JA},
   Title = {Student Learning Dispositions: Multidimensional Profiles
             Highlight Important Differences among Undergraduate STEM
             Honors Thesis Writers.},
   Journal = {Cbe Life Sciences Education},
   Volume = {18},
   Number = {2},
   Pages = {ar28},
   Year = {2019},
   Month = {June},
   url = {http://dx.doi.org/10.1187/cbe.18-07-0141},
   Abstract = {Various personal dimensions of students-particularly
             motivation, self-efficacy beliefs, and epistemic beliefs-can
             change in response to teaching, affect student learning, and
             be conceptualized as learning dispositions. We propose that
             these learning dispositions serve as learning outcomes in
             their own right; that patterns of interrelationships among
             these specific learning dispositions are likely; and that
             differing constellations (or learning disposition profiles)
             may have meaningful implications for instructional
             practices. In this observational study, we examine changes
             in these learning dispositions in the context of six courses
             at four institutions designed to scaffold undergraduate
             thesis writing and promote students' scientific reasoning in
             writing in science, technology, engineering, and
             mathematics. We explore the utility of cluster analysis for
             generating meaningful learning disposition profiles and
             building a more sophisticated understanding of students as
             complex, multidimensional learners. For example, while
             students' self-efficacy beliefs about writing and science
             increased across capstone writing courses on average, there
             was considerable variability at the level of individual
             students. When responses on all of the personal dimensions
             were analyzed jointly using cluster analysis, several
             distinct and meaningful learning disposition profiles
             emerged. We explore these profiles in this work and discuss
             the implications of this framework for describing
             developmental trajectories of students' scientific
             identities.},
   Doi = {10.1187/cbe.18-07-0141},
   Key = {fds343690}
}


%% Schwartz-Bloom, Rochelle D.   
@article{fds346500,
   Author = {Blondel, DV and Sansone, A and Rosenberg, J and Godin, EA and Yang, BW and Jaglom-Kurtz, LT and Linnenbrink-Garcia, L and Schwartz-Bloom,
             RD},
   Title = {Development of an Online Experiment Platform for High School
             Biology.},
   Journal = {J Form Des Learn},
   Volume = {3},
   Number = {1},
   Pages = {62-81},
   Year = {2019},
   Month = {June},
   url = {http://dx.doi.org/10.1007/s41686-019-00030-5},
   Abstract = {We developed a novel online platform, Rex (Real experiments)
             that immerses students in a scientific investigative
             process. Rex is a virtual web-based biological science
             experiment platform, hosted by real scientists, and uses
             actual lab experiments that generate real data for students
             to collect, analyze, and interpret. Seven neuroscience
             experiments use zebrafish and rats as model systems to study
             the effects of drugs such as tetrahydrocannabinol (THC),
             caffeine, alcohol, and cigarette smoke, which are of
             interest to high school students. We carried out a small
             field-test of Rex in a variety of high school biology
             classrooms (e.g., standard, honors, AP, anatomy/physiology)
             to obtain student and teacher feedback about the
             implementation and usability of the program. We also
             assessed student situational interest (SI) to determine
             whether the Rex experiment captured students' attention, and
             whether it was an enjoyable and meaningful experience.
             Overall, students reported a moderate level of SI after
             participating in the Rex experiments. Situational interest
             did not differ across teachers, class section, class level,
             or the type of experiment. In addition, we present details
             of the technical issues encountered in the classroom, and we
             provide guidance to readers who may want to use the resource
             in their classrooms.},
   Doi = {10.1007/s41686-019-00030-5},
   Key = {fds346500}
}

@article{fds346501,
   Author = {Perez, T and Wormington, SV and Barger, MM and Schwartz-Bloom, RD and Lee, Y-K and Linnenbrink-Garcia, L},
   Title = {Science expectancy, value, and cost profiles and their
             proximal and distal relations to undergraduate science,
             technology, engineering, and math persistence.},
   Journal = {Sci Educ},
   Volume = {103},
   Number = {2},
   Pages = {264-286},
   Year = {2019},
   Month = {March},
   url = {http://dx.doi.org/10.1002/sce.21490},
   Abstract = {Despite efforts to attract and maintain diverse students in
             the science, technology, engineering and math (STEM)
             pipeline, issues with attrition from undergraduate STEM
             majors persist. The aim of this study was to examine how
             undergraduate science students' competence beliefs, task
             values, and perceived costs in science combine into
             motivational profiles and to consider how such profiles
             relate to short and long-term persistence outcomes in STEM.
             We also examined the relations between underrepresented
             group membership and profile membership. Using latent
             profile analysis, we identified three profiles that
             characterized 600 participants' motivation during their
             first semester in college: Moderate All, Very High
             Competence/Values-Low Effort Cost, and High
             Competence/Values-Moderate Low Costs. The Moderate All
             profile was associated with the completion of fewer STEM
             courses and lower STEM GPAs relative to the other profiles
             after one year and after four years of college. Furthermore,
             underrepresented minority students were overrepresented in
             the Moderate All profile. Findings contribute to our
             understanding of how science competence beliefs, task
             values, and perceived costs may coexist and what
             combinations of these variables may be adaptive or
             deleterious for STEM persistence and achievement.},
   Doi = {10.1002/sce.21490},
   Key = {fds346501}
}


%% Stephens, Kristen R.   
@book{ED47551620020101,
   Author = {Karnes, F. A. and Stephens, K. R.},
   Title = {Young Women of Achievement: A Resource for Girls in Science,
             Math, and Technology.},
   Year = {20020101},
   ISBN = {1-57392-965-4},
   url = {http://proxy.lib.duke.edu:2164/login.aspx?direct=true&db=eric&AN=ED475516&site=ehost-live&scope=site},
   Abstract = {This book is intended to be a resource guide for girls and
             young women considering careers in science, math, and
             technology. An introductory chapter considers the status of
             girls and women in these fields, the importance of role
             models, and suggestions for using the book. Part 1
             introduces readers to the various career opportunities
             available in the sciences and suggests strategies for career
             planning in these areas. Sections consider job availability,
             career choice, classes to take, the importance of reading,
             instructional materials, special clubs, and finding a
             mentor. Part 2 recounts true stories of girls (18 and under)
             and young women (19 and older) in the sciences, detailing
             how they got involved and what they have accomplished. Part
             3 offers timelines of extraordinary women throughout
             history, inspiring quotations, a list of Web sites
             specifically geared toward women in the sciences,
             suggestions for science-oriented computer software, and
             other resources. (DB)},
   Key = {ED47551620020101}
}

@article{fds348480,
   Author = {Stephens, KR},
   Title = {Gifted education policy and advocacy: Perspectives for
             school psychologists},
   Journal = {Psychology in the Schools},
   Volume = {57},
   Number = {10},
   Pages = {1640-1651},
   Publisher = {WILEY},
   Year = {2020},
   Month = {October},
   url = {http://dx.doi.org/10.1002/pits.22355},
   Abstract = {© 2020 Wiley Periodicals, Inc. Education laws and policies
             serve to guide the way programs and services are implemented
             in schools. The transition from law or policy to
             implementation can be fraught with complications that impact
             the education system across many levels. According to
             Viennet and Pont (2017), one of the areas that can either
             hinder or support the transition from policy to practice is
             “inclusive stakeholder engagement” (p. 3). School
             psychologists are an important stakeholder in the education
             system thus they should have familiarity with gifted
             education policy to ensure students are being served
             appropriately—both academically and socio-emotionally.
             This article will introduce school psychologists to (a)
             federal and state laws impacting gifted students, (b) the
             role litigation, due process, and research has in shaping
             policy, and (c) relevant gifted education policy
             considerations.},
   Doi = {10.1002/pits.22355},
   Key = {fds348480}
}

@article{fds346744,
   Author = {Stephens, KR},
   Title = {Teacher Dispositions and Their Impact on Implementation
             Practices for the Gifted},
   Journal = {Gifted Child Today Magazine},
   Volume = {42},
   Number = {4},
   Pages = {187-195},
   Year = {2019},
   Month = {October},
   url = {http://dx.doi.org/10.1177/1076217519862330},
   Abstract = {© 2019 The Author(s). Teacher dispositions have become an
             important consideration in the preparation and evaluation of
             teachers. Often considered in combination with demonstrated
             knowledge and skills, educator preparation programs across
             the country have been tasked by accrediting bodies to both
             identify the essential dispositions required of licensed
             teachers and develop means for cultivating and assessing
             these dispositions. Dispositions often address a broad swath
             of areas and are assumed to be of uniform importance
             regardless of the teacher’s grade level and content area;
             however, is it possible that certain dispositions are more
             essential for teachers of the gifted? Likewise, are there
             dispositions that have not been considered in our assessment
             of general education teachers that are critical for teachers
             of the gifted to possess? A thorough consideration of both
             these questions is necessary to ensure a cadre of teachers
             who are highly effective in working with gifted
             students.},
   Doi = {10.1177/1076217519862330},
   Key = {fds346744}
}


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