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| Education : Publications since January 2023List all publications in the database. :recent first alphabetical by author listing:%% @article{fds360099, Author = {Miller, E}, Title = {Stratifications of real vector spaces from constructible sheaves with conical microsupport}, Journal = {Journal of Applied and Computational Topology}, Volume = {7}, Number = {3}, Pages = {473-489}, Publisher = {Springer}, Year = {2023}, url = {http://dx.doi.org/10.1007/s41468-023-00112-1}, Doi = {10.1007/s41468-023-00112-1}, Key = {fds360099} } @article{fds374550, Author = {Miller, E and Geist, N}, Title = {Global dimension of real-exponent polynomial rings}, Journal = {Algebra and Number Theory}, Volume = {17}, Number = {10}, Pages = {1779-1788}, Publisher = {Mathematical Sciences Publishers (MSP)}, Year = {2023}, url = {http://dx.doi.org/10.2140/ant.2023.17.1779}, Doi = {10.2140/ant.2023.17.1779}, Key = {fds374550} } @article{fds363892, Author = {Fowler, M and Gheith, J}, Title = {A Therapeutic Welcome: Mental Health within the Reality Ministries Disability Community}, Journal = {Journal of Disability and Religion}, Volume = {27}, Number = {2}, Pages = {358-382}, Year = {2023}, Month = {January}, url = {http://dx.doi.org/10.1080/23312521.2022.2078758}, Abstract = {Discrimination and exclusion have been associated with mental health issues for people with intellectual and developmental disabilities. This mixed-methods study examines the impact of Reality Ministries (RM), a Christian community center open to all abilities and faiths, on participants’ views toward disability and mental health. Semi-structured interviews were administered to 32 RM community members. Results associate participation in RM with greater disability acceptance, lower loneliness, higher self-esteem and mental wellbeing, more and closer friendships, and higher participation in personally meaningful activities. Findings support the importance of a community of belonging for the wellbeing of people with and without disabilities.}, Doi = {10.1080/23312521.2022.2078758}, Key = {fds363892} } @article{fds367597, Author = {Marion, SB and Noor, MAF}, Title = {Interrogating the Roles of Mutation-Selection Balance, Heterozygote Advantage, and Linked Selection in Maintaining Recessive Lethal Variation in Natural Populations.}, Journal = {Annual review of animal biosciences}, Volume = {11}, Pages = {77-91}, Year = {2023}, Month = {February}, url = {http://dx.doi.org/10.1146/annurev-animal-050422-092520}, Abstract = {For nearly a century, evolutionary biologists have observed chromosomes that cause lethality when made homozygous persisting at surprisingly high frequencies (>25%) in natural populations of many species. The evolutionary forces responsible for the maintenance of such detrimental mutations have been heavily debated-are some lethal mutations under balancing selection? We suggest that mutation-selection balance alone cannot explain lethal variation in nature and the possibility that other forces play a role. We review the potential that linked selection in particular may drive maintenance of lethal alleles through associative overdominance or linkage to beneficial mutations or by reducing effective population size. Over the past five decades, investigation into this mystery has tapered. During this time, key scientific advances have provided the ability to collect more accurate data and analyze them in new ways, making the underlying genetic bases and evolutionary forces of lethal alleles timely for study once more.}, Doi = {10.1146/annurev-animal-050422-092520}, Key = {fds367597} } @article{fds374549, Author = {Miller, E and Zhang, J}, Title = {Geodesic complexity of convex polyhedra}, Year = {2023}, Month = {March}, Key = {fds374549} } @article{fds371105, Author = {Marion, SB and Reynolds, JA and Schmid, L and Carter, BE and Willis, JH and Mauger, L and Thompson, RJ}, Title = {Beyond Content, Understanding What Makes Test Questions Most Challenging}, Journal = {BioScience}, Volume = {73}, Number = {3}, Pages = {229-235}, Year = {2023}, Month = {March}, url = {http://dx.doi.org/10.1093/biosci/biad007}, Abstract = {When students answer test questions incorrectly, we often assume they don’t understand the content; instead, they may struggle with certain cognitive skills or with how questions are asked. Our goal was to look beyond content to understand what makes assessment questions most challenging. On the basis of more than 76,000 answers to multiple-choice questions in a large, introductory biology course, we examined three question components—cognitive skills, procedural knowledge, and question forms—and their interactions. We found that the most challenging questions require the students to organize information and make meaning from it—skills that are essential in science. For example, some of the most challenging questions are presented as unstructured word problems and require interpretation; to answer correctly, the students must identify and extract the important information and construct their understanding from it. Our results highlight the importance of teaching students to organize and make meaning from the content we teach.}, Doi = {10.1093/biosci/biad007}, Key = {fds371105} } @article{fds374498, Author = {Akin, V and Bookman, J and Braley, E}, Title = {Modeling Active Learning in Professional Development for Teaching}, Journal = {The journal of faculty development}, Volume = {37}, Number = {3}, Pages = {28-39}, Publisher = {Magna Publications}, Year = {2023}, Month = {September}, Key = {fds374498} } @article{fds372758, Author = {Thompson, RJ and Schmid, L and Mburi, M and Dowd, JE and Finkenstaedt-Quinn, SA and Shultz, GV and Gere, AR and Schiff, LA and Flash, P and Reynolds, JA}, Title = {Diversity of undergraduates in STEM courses: individual and demographic differences in changes in self-efficacy, epistemic beliefs, and intrapersonal attribute profiles}, Journal = {Studies in Higher Education}, Volume = {49}, Number = {4}, Pages = {690-711}, Publisher = {Informa UK Limited}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1080/03075079.2023.2250385}, Abstract = {Across undergraduate STEM learning contexts in several countries, students’ intrapersonal attributes of epistemic beliefs, self-efficacy beliefs, intrinsic motivation, and sense of identity have been found to influence learning and to change in response to educational practices. However, research can mask individual and demographic differences in student's attributes that may moderate or mediate the relationship between educational practices and learning outcomes. We employed variable-centered and person-centered methods to examine individual and demographic differences in changes in students’ intrapersonal attributes and patterns of interrelationship among attributes with a study sample of students (N = 4,500) in 14 STEM undergraduate courses (8 biology, 4 chemistry, and 2 statistics) at three research universities in the United States. Variable-centered analyses revealed overall increases in students’ science self-efficacy beliefs and epistemic beliefs even though these outcomes were not intentionally targeted as learning objectives. However, person-centered analyses indicated that not all students experienced these gains. For example, self-identified Asian/Pacific Islander and Black students were more likely to be members of groups demonstrating a decrease in science self-efficacy, whereas Asian/Pacific Islander students and men were less likely to be members of the subgroup with consistently evaluativist epistemic beliefs and higher GPAs. Using latent profile analysis (LPA), we identified five distinct student profiles that reflected different patterns of interrelationship of epistemic beliefs, science and writing self-efficacy beliefs, and science identity. We discuss the implications of these findings for educational practices, particularly with regard to intentionally fostering diverse students’ self-efficacy, sense of identity, and adaptive epistemic beliefs.}, Doi = {10.1080/03075079.2023.2250385}, Key = {fds372758} } @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} } | |
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