![]() " Trends in Achievement Gaps in First-Year College Courses for Racial/Ethnic, Income, and Gender Subgroups: A 12-Year Study,". Although Santorum seemed reluctant to mention it, Rubio’s. The Washington Examiner’s Byron York has described the 2013 Rubio-Schumer bill as Rubio’s signature accomplishment. " Personal Consumption Expenditures/Gross Domestic Product."Īmerican College Testing. Rubio’s achievements that Rick Santorum could have identified on MSNBC this morning: (1) The Rubio-Schumer Gang of Eight Bill. " The Financial Returns From College Across Generations: Large but Unequal."įederal Reserve Bank of St. " Same-Sex Sexuality and Educational Attainment: The Pathway to College." " The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students." National Association of Secondary School Principals. " How Well Are American Students Learning?" īrookings Institute, 2016 Brown Center Report on American Education. " Gender and the Career Choice Process: The Role of Biased Self‐Assessments,". " Current Research on Gender Differences in Math."Īmerican Journal of Sociology, Vol. National Council of Teachers of Mathematics. " Back to School: Five Myths About Girls and Science." " The Education of Girls and Women in the United States: A Historical Perspective,". " Effects of Technology and Male Teachers on Boys’ Reading,". Īustralian Journal of Education, Volume 52, No. " The Gender Gap in Math: Its Possible Origins in Neighborhood Effects,". " The Science of Sex Differences in Science and Mathematics."Īmerican Sociological Review. Psychological Science in the Public Interest. " Beyond Sex Differences: New Approaches for Thinking About Variation in Brain Structure and Function." Philosophical Transactions of the Royal Society B: Biological Sciences. " Among Top Math Students, Why Does a Gender Gap Persist?" University of Pennsylvania Wharton School. " Dynamics of the Gender Gap in High Math Achievement." " Leaving Boys Behind: Gender Disparities in High Academic Achievement,". Journal of Human Resources, Volume 50, Number 3, Summer 2015. " Addressing the Inequitable Distribution of Teachers: What It Will Take to Get Qualified, Effective Teachers in All Communities,". Stanford Center for Opportunity Policy in Education. " The Role of Schooling in Perpetuating Educational Inequality: An International Perspective." " Separate and Unequal: The Neighborhood Gap for Blacks, Hispanics and Asians in Metropolitan America,". " Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures,". “ The Economic Cost of the US Education Gap.”ĭepartment of Education. Stanford Center for Education Policy Analysis. " Identifying Factors That Contribute to Achievement Gaps." " Students Affected by Achievement Gaps." This study verifies the value of using virtual reality to assist geography course learning, and provides more references and suggestions for future researchers.National Education Association. #Bordertool acheivement affected softwareIn the interviews and feedback sheets after the experiment, most students had positive attitudes towards using virtual reality assisted software for geography course learning. Through statistical analysis, it is found that “Spatial Visualization” in students’spatial ability positively affected their learning performance in virtual reality software. After the experiment, it is found that students in the experimental group performed better than those in the control group in the post-test, and students with high spatial ability and high geographical achievement performed better in the post-test. The experimental group students used VR glacier terrain teaching software to assist their course learning, while the control group students learned the geography course by means of traditional teaching methods. The students involved were divided into the experimental group and the control group. In this study, senior high school sophomores were selected as the experimental subjects. This study also collected students’spatial ability and geographical learning achievement, and explored whether students’spatial ability and geographical learning achievement affects their learning effect. Based on “Virtual Reality” (VR), this study constructed a teaching software of glacier terrain, which allows students to explore freely in virtual environment and the effect of different learning modes. ![]()
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