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A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice


reviewed by Rachel Oblath & Michelle V. Porche January 24, 2017

coverTitle: A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice
Author(s): Paul Baepler, J. D. Walker, D. Christopher Brooks, Kem Saichaie, & Christina I. Petersen
Publisher: Stylus Publishing, LLC., Sterling
ISBN: 1620363003, Pages: 280, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: January 24, 2017
http://www.tcrecord.org ID Number: 21806, Date Accessed: 12/14/2017 2:03:32 PM

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About the Author
  • Rachel Oblath
    Boston University
    E-mail Author
    RACHEL OBLATH is a Ph.D. student in Applied Human Development at Boston University, where she works in the Bullying Prevention and Social Adjustment Laboratory. She completed her BS in Mathematics and Elementary Education at The College of William and Mary and her M.Ed in Reading Education at Boston College. Her current research projects include measurement of youth bullying victimization and the role of power in youth bullying relationships.
  • Michelle Porche
    Boston University
    E-mail Author
    MICHELLE V. PORCHE, Ed.D., is a Clinical Associate Professor and Training Director in Applied Human Development at Boston University School of Education. Throughout her career she has studied socio-emotional correlates of academic achievement for young children and adolescents, primarily using mixed-methods approaches. She recently completed a Bureau of Maternal and Child Health funded project examining chronic physical and mental health needs that put children at risk for obesity and poor academic performance, as mediated by physical activity and moderated by socio-demographic characteristics. Recent work has included the study of early and ongoing adversity on risk of high school dropout. As a member of an interdisciplinary team she has also studied the association between trauma and substance use for adolescents, related to mental health and academic outcomes. Additional research has focused on immigrant children and families, with specific attention to the impact of trauma for resettled refugee youth. Other published findings describe the influence of poverty on early reading difficulties and the link between gender and race discrimination on adolescent retention in the science, technology, engineering, and math fields.
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