Links and citations to accompany this presentation.
- Know your bias https://implicit.harvard.edu/self-assessment
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Chi, Michelene TH, and Rod D. Roscoe. “The processes and challenges of conceptual change.” Reconsidering conceptual change: Issues in theory and practice. Springer, Dordrecht, 2002. 3-27
Chi, M. “Self-explaining expository texts: The dual processes of generating inferences and repairing mental models.” Advances in instructional psychology5 (2000): 161-238.
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Hall, Roberta M., & Sandler, Bernice R. (1982). The Classroom Climate: A Chilly One for Women? Project on the Status and Education of Women. Fund for the-Improvementiof Postsecondary Education
Ishiyama, J. T., & Hartlaub, S. (2002). Does the wording of syllabi affect student course assessment in introductory political science classes?. PS: Political Science & Politics, 35(3), 567-570
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Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). ‘Why peer discussion improves student performance on in-class concept questions.” Science, 323(5910), 122-124
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of personality and social psychology, 100(2), 255
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451