Too many universities remain wedded to outmoded ways of teaching. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be done—through detailed, tested strategies.
Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education.
In J. A. Perry & D. L. Carlson (Eds.), In their own words: A journey to the stewardship of the practice in education. Information Age. Perry, J. A., Zambo, D., & Crow, R. (2020). The improvement science dissertation in practice: A guide ...
The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.
We have not moved beyond the “no significant difference” phenomenon documented by Thomas Russell (Western Cooperative for Educational Telecommunications [WCET] 2006) when he compiled the results of more than 355 comparative research ...
This book takes stock of where we are in science education research, and considers where we ought now to be going.
As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers.
Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
To assess this driver, you use the Maslach Burnout Inventory (MBI), which has been used with your population before (Howard-Hamilton, Palmer, Johnson & Kicklighter, 1998). While the scale has 22 items, you only administer the nine-item ...
Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why. This is especially true when it comes to teaching scientific process.
This book is tailored to the need for specific improvement research methodologies and frameworks collected and presented in an edited volume written by research faculty associated with or teaching in leadership programs.