scholarly journals Getting Evidence-Based Teaching Practices into Mathematics Departments: Blueprint or Fantasy?

2013 ◽  
Vol 60 (06) ◽  
pp. 906
Author(s):  
Robert Reys
Keyword(s):  
Teaching Practices ◽  
Evidence Based ◽  
Mathematics Departments

scholarly journals Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

2018 ◽  
Vol 9 ◽  
Author(s):  
Natalia Suárez ◽  
Carmen R. Sánchez ◽  
Juan E. Jiménez ◽  
M. Teresa Anguera
Keyword(s):  
Reading Instruction ◽  
Teaching Practices ◽  
Evidence Based

scholarly journals Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ellen Marie Aster ◽  
Jana Bouwma-Gearhart ◽  
Kathleen Quardokus Fisher
Keyword(s):  
Teaching Practices ◽  
Administrative Support ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Faculty Engagement ◽  
Evidence Based ◽  
Science Technology ◽  
Stem Faculty ◽  
And Mathematics

AbstractA frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching practices. Despite research-documented benefits, little is known about why (and with whom) faculty engage in teaching-related conversations, including those fostered by initiative communities. We explored how STEM faculty engage in teaching-related conversations, via analysis of faculty interviews and discussion networks, to identify factors potentially influencing teaching-related conversations over the life of an initiative. Our results suggest aspects that might inhibit STEM faculty from engaging in teaching-related conversations, including: 1) faculty members’ autonomy with teaching practices; 2) faculty members’ varied interests in teaching improvements; 3) varied degrees of support to engage in teaching-related conversations; and 4) a lack of inclusive and non-judgmental spaces to talk about teaching. We suggest that those fostering STEM faculty communities consider working with others across the institution to map the instructional improvement opportunities faculty may already take part in and attend to areas lacking support. Initiative leaders and designers should also elicit and build off faculty members’ teaching-related knowledge and concerns. We further suggest making conversational spaces inclusive and safe, to help faculty honestly share teaching-related challenges and insights. We recommend creating and fostering spaces that bring faculty together across department boundaries. Our study echoes prior research by drawing attention to administrative support for instructional improvement initiatives, which can foster and sustain opportunities for faculty to talk about teaching and learn instructional improvements.

scholarly journals Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana

2021 ◽  
Author(s):  
Antonio Calvani ◽  
Paola Damiani ◽  
Luciana Ventriglia
Keyword(s):  
Effective Teaching ◽  
Teaching Practices ◽  
Scientific Research ◽  
Evidence Based ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
Research On Teaching ◽  
Publishing Houses ◽  
High Motivation ◽  
Experimental Researches

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the national research conducted recently by the Association S.Ap.I.E.

scholarly journals How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

2017 ◽  
Vol 16 (1) ◽  
pp. ar18 ◽  
Author(s):  
Michael J. Drinkwater ◽  
Kelly E. Matthews ◽  
Jacob Seiler
Keyword(s):  
Teaching Practices ◽  
Science Curriculum ◽  
Degree Program ◽  
Evidence Based ◽  
Learning Approaches ◽  
Bachelor Of Science ◽  
Curriculum Review ◽  
Science Degree ◽  
Institutional Contexts ◽  
Undergraduate Science

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.

scholarly journals Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. ar75 ◽  
Author(s):  
Peggy Brickman ◽  
Cara Gormally ◽  
Amedee Marchand Martella
Keyword(s):  
Teaching Practices ◽  
Faculty Perceptions ◽  
Student Evaluations ◽  
Evidence Based ◽  
Peer Observation ◽  
Instructional Feedback ◽  
College Biology ◽  
Constructive Feedback ◽  
Peer Evaluations ◽  
Feedback Strategies

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback.

Navigating the Evidence-Based Practice Maze

2012 ◽  
Vol 48 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Valerie L. Mazzotti ◽  
Dawn R. Rowe ◽  
David W. Test
Keyword(s):  
Decision Making ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Teaching Practices ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Statewide Testing ◽  
Education Movement

Factors such as the standards-based education movement, mandated participation in statewide testing, and inclusion have forced an increased focus on improving outcomes for students with disabilities. There are many determinants of postschool success for students with disabilities; however, teachers primarily have control over only one, teaching practices and programs. As a result, it is important that teachers choose and implement practices that have proven successful for secondary students with disabilities. This article guides teachers through the process of navigating the evidence-based practice maze to identify evidence-based practices and programs for secondary students with disabilities. Particularly, it addresses the need to (a) follow a research-based framework (i.e., Kohler’s Taxonomy), (b) use practices with the best available research evidence to support effectiveness, and (c) use data-based decision making to guide use of evidence-based practices.

scholarly journals Evidence-Based Educational Practices for Public Health: How We Teach Matters

2020 ◽  
pp. 237337992097842
Author(s):  
Sophie Godley ◽  
Betsy Aumiller ◽  
Viviana Horigian ◽  
Naila Khalil ◽  
Jessica Kruger ◽  
...  
Keyword(s):  
Public Health ◽  
Student Learning ◽  
Teaching Practices ◽  
Task Force ◽  
Public Health Education ◽  
Current Status ◽  
Evidence Based ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Call To Action

An eight-member team of the Teaching Working Group of the Association of Schools and Programs of Public Health Scholarship of Teaching and Learning Task Force created a call to action advancing the use of evidence-based strategies for public health education. The goal of this article is threefold, to assess briefly the current status of evidence-based teaching in public health, strengthen the case for using evidence-based teaching practices in public health courses, and propose strategies for educators in public health to engage along a continuum of evidence-based teaching. In this article, we define evidence-based teaching (EBT) proposes that EBT is demonstrated by: student mastery of specific short-term learner outcomes (e.g., enhanced effectiveness such as represented by improved knowledge, skills, and/or attitudes); increases the likelihood of successfully completion of a particular public health degree or program, which represents an intermediate- or long-term outcome; and ultimately posits that effective teaching in public health aims to produce well-prepared graduates who contribute to a ready workforce (Impact 1) who are able to improve the health of the public (Impact 2), highlights effective evidence-based teaching practices that improve student learning outcomes, encourages both seasoned faculty and newcomers to the field to incorporate EBT into existing public health curricula and to begin by making small changes, and concludes with a call to action for EBT that improves student learning.

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