Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Maher, Jessica Middlemis; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

doi:10.1187/cbe.14-12-0222

Cited by 95 publications

(107 citation statements)

References 50 publications

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“…To support instructional change, faculty clearly need more than just knowledge of effective teaching strategies. They also need motivation, support, critical reflection, and concrete suggestions for improvement (Gormally et al ., 2014; Bradford and Miller, 2015; Ebert-May et al ., 2015). …”

Section: Discussionmentioning

confidence: 99%

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

Gormally

Martella

2016

LSE

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Section: Discussionmentioning

confidence: 99%

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

Gormally

Martella

2016

LSE

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“…The analysis described above follows the RTOP analysis described in the RTOP reference manual [47], previous RTOP studies [16,[49][50][51], and other educational studies [52][53][54]. While this method provides a succinct summary of the quantitative data collected during each observation, it overlooks a key feature of this type of data.…”

Section: Alternative Data Analysismentioning

confidence: 99%

Effects of the learning assistant model on teacher practice

Gray

Webb

Otero

2016

Phys. Rev. Phys. Educ. Res.

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Through the transformation of undergraduate STEM courses, the Colorado Learning Assistant Program recruits and prepares talented STEM majors for careers in teaching by providing them with early, sustained teaching experiences. The research reported here compares teaching practices of K-12 teachers who served as learning assistants (LAs) as undergraduates to colleagues that were certified through the same teacher certification program but did not serve as LAs. Observations of teacher practices revealed that former LAs used significantly more reformed teaching practices than their colleagues, especially in their first year of teaching. These results suggest the LA Program serves as a valuable supplement to traditional teacher certification programs.

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“…The RTOP was originally developed as part of an evaluation system for a program designed for preparing K-12 teachers. Since its development, it has also been used to track changes in undergraduate faculty practices due to participation in different types of professional development (Ebert-May et al, 2015;Manduca et al, 2017). A survey of studies on high school STEM teachers indicates that average RTOP scores range from 37.3 to 53.5 (Roehrig and Kruse, 2005;Yezierski and Herrington, 2011).…”

mentioning

confidence: 99%

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

et al. 2018

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Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructorcentered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and discuss the transitions students are making between different educational levels.

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Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

Cited by 95 publications

References 50 publications

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

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

Effects of the learning assistant model on teacher practice

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

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