2001
DOI: 10.1080/00221546.2001.11777112
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Racial and Ethnic Diversity in the Classroom

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Cited by 74 publications
(28 citation statements)
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“…Objective measures, which at first glance appear much more direct and definitive, are not simple to obtain and have important disadvantages (i.e., availability, length, cost, and relevance) [27,29]. Problems with observer bias create the most important issue when considering direct measurements because ensuring truly objective data requires careful and complicated experimental design, perhaps even involving "double blind" type studies.…”
Section: Journal Of Engineering Educationmentioning
confidence: 99%
See 1 more Smart Citation
“…Objective measures, which at first glance appear much more direct and definitive, are not simple to obtain and have important disadvantages (i.e., availability, length, cost, and relevance) [27,29]. Problems with observer bias create the most important issue when considering direct measurements because ensuring truly objective data requires careful and complicated experimental design, perhaps even involving "double blind" type studies.…”
Section: Journal Of Engineering Educationmentioning
confidence: 99%
“…October 2003 they are widely used because they provide a convenient measure with some validity [24,27,28]. Objective measures, which at first glance appear much more direct and definitive, are not simple to obtain and have important disadvantages (i.e., availability, length, cost, and relevance) [27,29].…”
Section: Journal Of Engineering Educationmentioning
confidence: 99%
“…One manner in which institutions of higher education have responded to the need to lead for diversity is by increasing diversity among administrators and faculty (Aguirre and Martinez, 2002). Leading for diversity in higher education recognizes the need for developing cultural proficiency by incorporating multiculturalism in the curriculum and by diversifying the ranks of faculty and administrators (Andrews and Cavan, 2002;McNulty, 1995;Terenzini, Cabrera, and Colbeck, 2001;Vaughan, 1996;Winston, 2001). In other words, one goal is for higher education institutions to align themselves with an environment that is becoming increasingly diverse.…”
Section: Cultural Proficiency and Practicing Diversity Leadershipmentioning
confidence: 98%
“…In particular, research on the use of active learning techniques in classroom instruction-incorporation of problem-based learning, collaborative and cooperative activities-has been found to increase student motivation to learn, student engagement and improved learning (Ahlfeldt, Mehta, & Sellnow, 2005;Cavanagh, 2011;Cherney, 2008;Hake, 1998;Kuh, 2009;Prince, 2004;Terenzini et al, 2001;Yoder & Hochevar, 2005). Research has also shown that instructors who communicate high expectations for student learning and engagement and develop courses that reflect and support those expectations can promote deep approaches to learning (Baeten, Kyndt, Struyven, & Dochy, 2010;Entwistle & McClune, 2004;Fyrenius, Wirell, & Silen, 2007).…”
Section: Level Of Academic Challengementioning
confidence: 99%
“…For example, course activities that provide an appropriate level of challenge, allow students to have flexibility and control, and provide opportunities for feedback and reflection can increase students' motivation to learn (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). Collaborative learning activities-such as working with other students on course assignments and completing group projects-have also been found to increase student learning (Armstrong, Chang, & Brickman, 2007;Cortright, Collins, & DiCarlo, 2005;Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001). Research such as that of Knight & Wood (2005) have also found that students in a lecture-only classes do not perform as well as students in a mixed lecture and active learning classes on concept tests administered before and after instruction.…”
mentioning
confidence: 99%