The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.
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Scientific teaching: defining a taxonomy of observable practicesHow Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.Gender gaps in achievement and participation in multiple introductory biology classrooms.The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.A campus-wide study of STEM courses: new perspectives on teaching practices and perceptions.The Faculty Self-Reported Assessment Survey (FRAS): differentiating faculty knowledge and experience in assessment.The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice.Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about BiologyA Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education ResearchersA Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and ResearchAlternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types.Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based TeachingA Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research.The College Science Learning Cycle: An Instructional Model for Reformed Teaching.Classroom sound can be used to classify teaching practices in college science coursesTeaching Genetics: Past, Present, and Future.Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.Response to Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship: The ASCB Mentoring in Active Learning and Teaching (MALT) Program Is Designed to Facilitate Vision and Change-Inspired Teaching PracticesUsing Active Learning to Teach Concepts and Methods in Quantitative Biology.Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.A Vision and Change Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning.Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.Publishing activities improves undergraduate biology education.Evaluation of a flipped classroom approach to learning introductory epidemiology.A Mixed-Methods Investigation of Clicker Implementation Styles in STEM.A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.Facilitating academic performance in college: understanding the role of clear and organized instructionEvaluating the extent of a large-scale transformation in gateway science courses
P2860
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P2860
The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.
description
2013 nî lūn-bûn
@nan
2013 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2013 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2013年の論文
@ja
2013年論文
@yue
2013年論文
@zh-hant
2013年論文
@zh-hk
2013年論文
@zh-mo
2013年論文
@zh-tw
2013年论文
@wuu
name
The Classroom Observation Prot ...... sity STEM classroom practices.
@ast
The Classroom Observation Prot ...... sity STEM classroom practices.
@en
type
label
The Classroom Observation Prot ...... sity STEM classroom practices.
@ast
The Classroom Observation Prot ...... sity STEM classroom practices.
@en
prefLabel
The Classroom Observation Prot ...... sity STEM classroom practices.
@ast
The Classroom Observation Prot ...... sity STEM classroom practices.
@en
P2093
P2860
P356
P1476
The Classroom Observation Prot ...... sity STEM classroom practices.
@en
P2093
Carl E Wieman
Francis H M Jones
Michelle K Smith
Sarah L Gilbert
P2860
P304
P356
10.1187/CBE.13-08-0154
P577
2013-01-01T00:00:00Z