Your browser doesn't support javascript.
loading
Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses.
Anfuso, Chantelle; Awong-Taylor, Judy; Curry Savage, Jamye; Johnson, Cynthia; Leader, Tirza; Pinzon, Katherine; Shepler, Benjamin; Achat-Mendes, Cindy.
Afiliación
  • Anfuso C; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Awong-Taylor J; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Curry Savage J; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Johnson C; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Leader T; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Pinzon K; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Shepler B; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
  • Achat-Mendes C; Georgia Gwinnett College, Lawrenceville, GA 30043 United States.
Int J STEM Educ ; 9(1): 55, 2022.
Article en En | MEDLINE | ID: mdl-36093288
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Int J STEM Educ Año: 2022 Tipo del documento: Article Pais de publicación: Alemania
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Int J STEM Educ Año: 2022 Tipo del documento: Article Pais de publicación: Alemania