Effects of Engaging Classroom Strategies and Teacher Support on Student Outcomes Over School Transitions
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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K-12 & Pre-College Engineering
- Page Count
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13
- Page Numbers
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22.541.1 - 22.541.13
- DOI
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10.18260/1-2--17822
- Permanent URL
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https://peer.asee.org/17822
- Download Count
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764
Paper Authors
Joan Barth University of Alabama
Joan Barth is a research social scientist at the University of Alabama. Research interests include psychological and educational issues in school settings. Current projects include a study of personal, social and life goal factors that affect interest in STEM careers from elementary through college years.
Debra M. McCallum University of Alabama
Beth Todd University of Alabama
Dr. Beth Todd is an Associate Professor of Mechanical Engineering at the University of Alabama.
Rosanna E. Guadagno University of Alabama
Beverly Roskos University of Alabama
Carmen Burkhalter University of Alabama
As Senior Associate Dean in the College of Arts and Sciences At The University of Alabama, I am liaison to the College's harassment officials (sexual and otherwise). As Senior Information Officer, I systematically analyze the technology needed for all faculty to succeed in the classroom and in their research. In addition, I analyze the availability of technology for student for class work and research and have addressed significant digital divide issues. In an equitable fashion I have made more technology available to faculty, graduate students, and undergraduate students.
Marion J Goldston University of Alabama
Barth, J., & McCallum, D. M., & Todd, B., & Guadagno, R. E., & Roskos, B., & Burkhalter, C., & Goldston, M. J. (2011, June), Effects of Engaging Classroom Strategies and Teacher Support on Student Outcomes Over School Transitions Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17822
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