Literaturnachweis - Detailanzeige
Autor/inn/en | Hester, Susan D.; Southard, Katelyn M.; Kim, Young Ae; Cox, Jonathan; Elfring, Lisa K.; Blowers, Paul; Talanquer, Vicente |
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Titel | Benefits and Challenges in the Implementation of an Instructional-Teams Model for Supporting Evidence-Based Instructional Practices in Large-Enrollment STEM Courses |
Quelle | In: College Teaching, 71 (2023) 3, S.143-154 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hester, Susan D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 8756-7555 |
DOI | 10.1080/87567555.2021.1996323 |
Schlagwörter | Affordances; Barriers; Team Teaching; Evidence Based Practice; Teaching Methods; Large Group Instruction; Enrollment; STEM Education; Teaching Assistants; College Students; College Faculty |
Abstract | Instructors often encounter challenges in the implementation of evidence-based teaching practices in large-enrollment STEM courses. A novel Instructional-Teams Model (I-TM) seeks to address some of these challenges with the support of student assistants in specialized roles. I-TM roles focus on supporting course and classroom management (instructional managers), formative assessment (learning researchers), and student engagement (learning assistants, who are already a common feature of many large-enrollment STEM courses). We analyzed benefits and challenges in teaching with this model as expressed by participating instructors. Our results support the utility of the I-TM for implementing evidence-based, active-learning instruction in large-enrollment STEM courses. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |