Bazler, Judith, 1945-
Person
Dates
- Existence: 1945-03-25
Found in 3 Collections and/or Records:
A comparative gender analysis of high school chemistry textbooks : a 21st century perspective, 2020
Item — Call number MU Thesis Sei
Identifier: b7930355
Abstract
Textbooks are a fundamental part of classroom instruction. Over 90% of teachers have reported using textbooks in some form, and exposure to textbook material can influence student's [sic] self-concept. However, the use of illustrations that only represent one group prevents diverse role modeling. This, it follows that the provision of diverse illustrations increases student capacity to develop self-concept. For example, highlighting female illustrations in...
Dates:
2020
Beyond teaching: a commitment to social and emotional learning at the elementary level, 2020
Item — Call number MU Thesis Bev
Identifier: b7930093
Abstract
Todays schools are increasingly multicultural and multilingual, with students from diverse social and ecnomomic backgrounds. Educators serve students with different motivations for engaging in learning, behaving positively, and performing academically (Weisberg, 2016). Raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attetion to children's social and emootional learning (SEL). The purpose of this program evaluation was to...
Dates:
2020
The effectiveness of Kahn Academy's SAT mathematics preparation program, 2019
Item — Call number MU Thesis War
Identifier: b7929355
Abstract [excerpt]
This research was conducted with 309 students at a regional high school in the northeastern United States. This was a quasi-experimental quantitative study aimed at analyzing the effectiveness of Khan Academy's SAT Mathematics Preparation Program using data from the results on the mathematics section of the October 2018 PSAT. This study aimed to assess the general effectiveness of Khan Academy's SAT Mathematics Preparation Program as well as analyze more specific details such as variation...
Dates:
2019