Corbin, J. C., Reyna, V. F., Weldon, R. B., & Brainerd, C. J. (2015). “How reasoning, judgment, and decision making are colored by gist-based intuition: A fuzzy-trace theory approach.” Journal of Applied Research...
To learn more about active learning and how to overcome student resistance to peer instruction, check out Louis Deslauriers, et al. (2019) article on the value of active learning and how to combat the challenges:...
Logan Fiorella and Richard E. Mayer (2013) found that students who prepare to teach a concept outperform those who just study the material, and those who actually teach the lesson develop a deeper and more persistent understanding of the...
Check out McMillan and Moore’s (2020) article on “how making mistakes and learning errors are essential to achievement, as well as the development of positive dispositions such as persistence, resilience, and risk-taking”
There is considerable research evidence that well designed and well-taught ethnic studies curricula have positive academic and social outcomes for students.
See Tintiangco-Cubales et al article in The Urban Review which provides recommendations for practice and research in the interest of preparing and supporting effective Ethnic Studies teaching in K-12 classrooms.
Read Dee & Penner’s recent article in the American Educational Research Journal on the causal positive effects of culturally relevant pedagogy & ethnic studies classes in high school.
Read more about how universities can engage in critical brokerage, building on the existing community partner’s work and serving “not just as a broker for new individual life potentialities, but for a more just and equitable society.”
