التفاصيل البيبلوغرافية
| العنوان: |
More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes. |
| المؤلفون: |
Reeves, Philip M., Bauer, Melanie, Gill, Julia C., Cong Wang, Hanauer, David I., Graham, Mark J. |
| المصدر: |
Frontiers in Education; 2024, p1-8, 8p |
| مصطلحات موضوعية: |
TEACHER development, ABILITY grouping (Education), STUDENTS |
| مستخلص: |
Introduction: Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established. Methods: In this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes. Results: Class and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently. Discussion: The results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses. [ABSTRACT FROM AUTHOR] |
|
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
