Research-Based Approaches for Identifying and Assessing Effective Teaching Practices

Waxman, Hersholt C.; Weber, Nancy; Franco-Fuenmayor, Susana E.; Rollins, Kayla Braziel

doi:10.1007/978-94-6300-082-6_2

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…Estos resultados reflejan las mismas conclusiones que estudios ya existentes (Ballesta-Pagán et al, 2011), donde el profesorado con estilos de enseñanza preferentemente activos o centrados en el alumnado son percibidos por el alumnado como un perfil de buen profesor, con cualidades como respeto hacia el alumnado, cercanía y capacidad de escucha, entre otras. En este sentido, una posible explicación para este fenómeno podría ser el cambio en las propias estrategias de enseñanza, acercando la realidad del alumnado al temario, el uso de estrategias de aprendizaje cooperativo mediante grupos heterogéneos de estudiantes o el cambio de diferentes recursos docentes en base al funcionamiento del grupo (Waxman et al, 2015). En base a estos resultados, se puede apreciar que la mayoría de las estrategias de enseñanza utilizadas por los docentes que han participado en este estudio responden a enseñanzas de aprendizaje cooperativo.…”

Section: Aportacionesunclassified

Aproximación a los estilos y estrategias de enseñanza del profesorado de la ESO y Bachillerato de ciencias experimentales y tecnología: un estudio de caso

Ropero‐Padilla

Rodriguez‐Arrastia

Ribés

2021

RIEOEI

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Los conceptos, los estilos y las estrategias de enseñanza se encuentran íntimamente ligados, quedando supeditados a la experiencia del propio docente. De esta forma, no sólo quedará configurado el aprendizaje del alumnado a partir de las metas que este asuma, sino que estos estilos docentes también tendrán una impronta en diferentes elementos de dicho proceso, como la motivación e implicación en el aprendizaje. El objetivo de este estudio, por tanto, fue conocer los diferentes estilos y su evolución dentro del profesorado de ciencias experimentales y tecnología, así como su impacto en las estrategias de aula. Para ello, se diseñó un estudio cualitativo descriptivo de corte fenomenológico, a partir de un estudio de caso. Se realizaron un total de 6 entrevistas a profesores/as de diferentes niveles educativos dentro del área de ciencias experimentales y tecnología, acompañadas de observaciones no participantes en el aula y análisis documental. Los resultados mostraron datos interesantes sobre el uso de diferentes estilos de enseñanza, más cercanos a un estilo mixto a estrategias de aprendizaje cooperativas. Como conclusión, merece especial atención la evolución de los participantes hacia estilos y estrategias más activas, aunque queda pendiente la tarea de profundizar en el proceso de evaluación y reflexión docente.

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Section: Aportacionesunclassified

Aproximación a los estilos y estrategias de enseñanza del profesorado de la ESO y Bachillerato de ciencias experimentales y tecnología: un estudio de caso

Ropero‐Padilla

Rodriguez‐Arrastia

Ribés

2021

RIEOEI

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“…Classroom observations reveal the detailed structure and subtle nuances of teaching practice 16 , and can elicit insight from the behaviors of instructors and students within the classroom 17 . Observation has been used extensively to assess the quality of instruction 18 as well as to catalogue overt teaching and learning behaviors demonstrated in the classroom 19 .…”

Section: Understanding and Evaluating Classroom Instructionmentioning

confidence: 99%

What does an In-Class Meeting Entail? A Characterization and Assessment of Instructor Actions in an Active, Blended, and Collaborative Classroom

Evenhouse¹,

Kandakatla²,

Stites³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Brazil. Claudio's research focuses on understanding cross-cultural factors impacting student learning process as well as design curriculum based on engineering classes to empower engineering skills through hands-on activities and blended learning environment. He is also interested in design methods which are based on the technology tools usage to stimulate engineering thinking for diverse students. Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for nearly 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success. Since their inception, Freeform dynamics courses have seen a drastic drop in the rate at which students are earning a D grade, failing, or withdrawing from the course (the so-called DFW rate). On-going work examines the actions and behaviors of students and faculty, in addition to a variety of other variables, as a way of understanding the drastic improvement in DFW rate. For this study, each relevant in-class meeting (i.e., not including cancelled classes, those involving exams, etc.) taught by two experienced Freeform instructors was video recorded over the course of the Spring 2016 semester and subsequently analyzed with respect to instructor actions. Continuous video coding analysis was used to capture how much time these two instructors dedicated to various instructional activities such as assessments, traditional lecturing, demonstrations, and writing notes or examples in real-time. The analysis provides a clearer picture of how and when these two veteran instructors employed active, blended, and collaborative approaches in their classrooms. Prof. Charles MortonThe implications of the analysis are two-fold. First, we strive to improve Freeform instruction at our institution by providing instructors with an opportunity to reflect on their instructional practices in the context of rigorously-derived, quantitative summaries of real-time teaching actions. Second, we establish a benchmark characterization of ABC instructional elements in engineering mechanics, and discuss its potential implications for undergraduate STEM education at large. Through the evidence developed in this study about specific instructor actions in Freeform classrooms we expect to inform and encourage the implementation of ABC pedagogical practices by other faculty in other courses and at other institutions, as well as to provide an assessment framework suitable for the analysis of STEM in-class instructional practices.

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Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms

Alford

Rollins

Padrón

et al. 2015

Early Childhood Educ J

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Research-Based Approaches for Identifying and Assessing Effective Teaching Practices

Cited by 4 publications

References 20 publications

Aproximación a los estilos y estrategias de enseñanza del profesorado de la ESO y Bachillerato de ciencias experimentales y tecnología: un estudio de caso

Aproximación a los estilos y estrategias de enseñanza del profesorado de la ESO y Bachillerato de ciencias experimentales y tecnología: un estudio de caso

What does an In-Class Meeting Entail? A Characterization and Assessment of Instructor Actions in an Active, Blended, and Collaborative Classroom

Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms

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