Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023
Author:
Affiliation:
1. University of Oklahoma
Publisher
ASEE Conferences
Reference51 articles.
1. Aguirre‐Muñoz, Z., Pantoya, M., Pando, M., & Loria Garro, E. S. (2021). Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity. Journal of Engineering Education, 110(3), 517-544.
2. Casey, E., Jocz, J., Peterson, K. A., Pfeif, D., & Soden, C. (2023). Motivating youth to learn STEM through a gender inclusive digital forensic science program. Smart Learning Environments, 10(1), 2.
3. Chen, Y. L., Murthi, K., Martin, W., Vidiksis, R., Riccio, A., & Patten, K. (2022). Experiences of students, teachers, and parents participating in an inclusive, school-based informal engineering education program. Journal of Autism and Developmental Disorders, 52(8), 3574-3585.
4. Compayré, G. (1889). The history of pedagogy (2nd ed.). Boston, MA: D. C. Heath & Company.
5. Contreras-Ortiz, M. S., Marrugo, P. P., & Ribón, J. C. R. (2023). E-Learning Ecosystems for People with Autism Spectrum Disorder: A Systematic Review. IEEE Access.
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