Search results for author:"George Farkas"
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Learning by Doing or Learning by Studying the History of Statistics? A Response to "The Sociology of Teaching Graduate Statistics"
Teaching Sociology Vol. 33, No. 3 (July 2005) pp. 272–274
This article presents the author's response to Timothy Patrick Moran's article "The Sociology of Teaching Graduate Statistics." Since 1972, the author has taught the required graduate-level social statistics course in three different departments....
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4501–4508
This study examined the use of netbook computers and social media for student writing in a California school district, with 1510 fourth grade students and 40 teachers participating in a one-to-one program. Observations, interviews, and surveys...
Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?
Educational Evaluation and Policy Analysis Vol. 37, No. 2 (June 2015) pp. 184–205
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four...
Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course
Computers & Education Vol. 125, No. 1 (October 2018) pp. 120–131
Conducted in two sections of an introductory chemistry course, the current study assesses the impact of a partially flipped course compared to traditional lectures on student academic performance, motivation, and perceptions. Although the partially...
Computers & Education Vol. 76, No. 1 (July 2014) pp. 215–224
This paper describes the results of a randomized control trial of a standards-based mathematics software on elementary school students' (3rd–5th graders;
The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions
Learning and Instruction Vol. 45, No. 1 (October 2016) pp. 61–71
This study assessed the impact of flipped instruction on students’ out-of-class study time, exam performance, preference, motivation, and perceptions in two sections of a large undergraduate chemistry course. Flipped instruction caused a shift in...
Equity & Excellence in Education Vol. 47, No. 1 (2014) pp. 46–62
Seeking to improve teaching and learning and to narrow gaps between students of high and low socioeconomic status, many school districts in the United States are implementing one-to-one laptop programs. In this comparative case study, we examine one-...
Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds?
Computers & Education Vol. 81, No. 1 (February 2015) pp. 59–68
This study explored a modified version of hybrid instruction, referred to as the flexible hybrid format, in a lower division electrical engineering course offered at a large public university. The objective of the study is to use longitudinal data...
Teomara Rutherford; George Farkas; Greg Duncan; Margaret Burchinal; Melissa Kibrick; Jeneen Graham; Lindsey Richland; Natalie Tran; Stephanie Schneider; Lauren Duran; Michael E. Martinez
Journal of Research on Educational Effectiveness Vol. 7, No. 4 (2014) pp. 358–383
Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a ...