Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
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This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.
2021 ◽
2017 ◽
Vol 114
(12)
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pp. 3085-3090
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1958 ◽
Vol 58
(7)
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pp. 560-562
2019 ◽
Vol 38
(3)
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pp. 135-145
2019 ◽
Vol 13
(2)
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pp. 105-116
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1982 ◽
Vol 6
(3)
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pp. 261-270
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