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2009 - The Mathematical Association of America MathFest Words: 252 words || 
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1. Roth, Kimberly. "Assessing clicker examples versus board examples in Calculus" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Portland Marriott Downtown Waterfront, Portland, OR, Aug 06, 2009 <Not Available>. 2019-09-23 <http://citation.allacademic.com/meta/p377589_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The combination of clicker questions and peer instruction has been shown to increase student learning. While implementations in large lectures have been around for a while, mathematics has been increasingly using clickers in classes of smaller size.


In the fall of 2008 I taught two sections of Calculus I, one with 26 students and the other with 14. Each section used clickers daily, always for a warm-up question and usually for several questions during lecture. Warmup questions were either review from previous day's material or preview of today's. The students see the question when they arrive in the classroom and the question is discussed after 10 to 15 minutes of homework questions. Then lecture occurs for the rest of the 55 minute class with interspersed questions. The clicker questions during lecture follow the more traditional format of answer, pair and share, answer again, and the discuss as a whole.


For each exam I picked two topics that I had clicker questions for. In one section I did clicker questions with board examples and in one section I did only board examples except for the warm-up clicker question on the previous day's material. The sections were reversed for the other topic. On the exam there were questions on the topics. The final had questions on all of the topics.

I will present a report about the collected data and attempt to answer : Does doing questions by clicker have an effect on exam performance?

2015 - Accelerate Learning: Racing into the Future - AECT Words: 69 words || 
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2. Huang, Xiaoxia. and Hsiao, E-Ling. "Erroneous Worked Examples and Peer Modeling Examples: A Student Perspective for a Web-Based Statistical Learning Task" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2019-09-23 <http://citation.allacademic.com/meta/p1018319_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This study investigated student perceptions and experiences of two types of examples, i.e., erroneous worked examples and peer modeling examples, for a web-based statistical learning task. Participants included 59 undergraduate students who were surveyed on their perceptions and experiences of these two types of examples. Results indicated the superiority of the peer modeling examples over the erroneous worked examples. Implications of the results will be discussed in the presentation.

2007 - American Association of Colleges for Teacher Education Pages: 4 pages || Words: 1787 words || 
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3. Kapustka, Katherine. "Choosing a Path Toward Differentiated Instruction: An Example of Teacher-Led Inquiry in Professional Development Schools" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 22, 2007 Online <PDF>. 2019-09-23 <http://citation.allacademic.com/meta/p142763_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: A presentation on an "inquiry as professional development" model used by a team of P-12 teachers and university professors to support the growth of differentiated instruction in their classrooms.

2003 - American Sociological Association Words: 67 words || 
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4. Tausig, Mark., Subedi, Shree. and Subedi, Janardan. "Testing the 'Social Conditions as Fundamental Causes of Mental Illness' Argument Using a Cross-cultural Example" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 <Not Available>. 2019-09-23 <http://citation.allacademic.com/meta/p108206_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this research we assess the applicability and generalizability of the 'social conditions as fundamental causes of disease proposition for explaining the distribution of mental illness in a developing society. The study reports preliminary results testing the fundamental causes argument using data collected from 2706 randomly selecelted adults and 300 of their spouses as part of the WHO World Mental Health Surveys project in Kathmandu, Nepal

2005 - American Sociological Association Pages: 5 pages || Words: 783 words || 
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5. Haney, Wava. "“Web-based Assignments and Deep Learning: Examples from Face-to-Face, Online and Blended Courses”" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2019-09-23 <http://citation.allacademic.com/meta/p21849_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: To increase student engagement and enhance critical thinking, I have used a variety of focused Web-based discussion activities and assignments in fact-to-face race and ethnic relations classes. In this paper, I focus on two different approaches used in these classes and the way those approaches informed a hybrid or blended course offered this past semester. Examples of focused Web-based discussions over two years are analyzed to illustrate the extent to which the assigned topic increased student engagement of key course concepts. The assignments began as an adaptation of the process described by Persell in an upper level seminar and moved to a new set of assignments created to meet the needs of students at a different type of institution and in a different type of course. Students’ assessment of the value of different assignments to student learning will be presented. A comparison will be made of the effectiveness of Web-based assignments in face-to-face and blended classes.

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