Applying Insights from Faculty Teaching Practices to Science and Math Education Reforms. WISCAPE Policy Brief

Autor/in	Hora, Matthew Tadashi
Institution	University of Wisconsin-Madison, Wisconsin Center for the Advancement of Postsecondary Education
Titel	Applying Insights from Faculty Teaching Practices to Science and Math Education Reforms. WISCAPE Policy Brief
Quelle	(2011), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Policy; Mathematics Education; Science Education; College Faculty; College Environment; College Instruction; Teaching Methods; Research Methodology; Educational Research; STEM Education; Federal Programs; Barriers; Observation; Interviews; Systems Approach; Classroom Observation Techniques; Classroom Research; Network Analysis; Wisconsin + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Mathematische Bildung; Naturwissenschaftliche Bildung; Fakultät; Hochschulumwelt; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; STEM; Beobachtung; Interviewing; Interviewtechnik; Systemischer Ansatz; Netzplantechnik
Abstract	Policymakers and educators are increasingly expressing concerns that the U.S. is lagging behind other countries in educating the next generation of mathematicians and scientists. In response, the federal government, private foundations, and many "institutions of higher education" (IHEs) are encouraging STEM (science, technology, engineering, and math) instructors to adopt interactive, inquiry-based teaching methods in their classes, laboratories, and discussion sections. However, a major challenge facing policymakers and educators engaged in pedagogical reform in math and science is to fully understand teaching practices in IHEs and how instructors experience their organizational environment in regards to their teaching responsibilities. An adequate accounting of these complex phenomena involves capturing many different aspects of teaching practice. This brief presents an approach that captures the nuances of teaching practice with the specific aim of providing actionable evidence for policymakers and practitioners. (Contains 4 tables, 2 figures, and 12 notes.) (As Provided).
Anmerkungen	Wisconsin Center for the Advancement of Postsecondary Education. University of Wisconsin-Madison, 326 Lathrop Hall, 1050 University Avenue, Madison, WI 53706-1386. Tel: 608-265-6342; Fax: 608-262-4881; e-mail: wiscape-info@education.wisc.edu; Web site: http://www.wiscape.wisc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10