The adoption of student-centered teaching materials as a professional development experience for college faculty

Czajka, Charles Doug; McConnell, David

doi:10.1080/09500693.2019.1578908

Cited by 29 publications

(22 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This resulted in learning as one way and only centered on the teacher. Good teaching books must certainly be able to awaken student-centered learning (Czajka & Mcconnell, 2019;Rahmatillah, et al, 2017). The highlight indicator is that no teaching material used the STEM approach.…”

Section: Figure 3 the Results Of Concept Mastery Test By Vocational Studentsmentioning

confidence: 99%

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

Giyanto

Rubini

Heliawati

2020

JPSI

View full text Add to dashboard Cite

This study aims to find the characteristics of chemistry teaching material used by 16 teachers on the concept of voltaic cells in vocational high schools. The characteristics of teaching material accommodate 21st-century learning which includes the accuracy of the contents, the accuracy of the scope, the updating of the material, the comprehensibility of the text, the use of the language, and the use of the illustrations. The research identifies student competency profiles that are indispensable in 21st-century learning, namely creativity and concept mastery. The subject of the research is teaching material used by 16 chemistry teachers in 16 vocational high schools with 95 students studied. Data were collected using observation sheets, product creativity questionnaires, and tests of students' concept mastery. The data obtained were analyzed using a quantitative descriptive method. The results show that the teaching materials used in learning had not used an approach that encouraged creativity and learning outcomes for students. This resulted in low creative-thinking ability at a rate of 27.03% and in low mastery concept showed from the mean of learning outcomes at a score of 22.4 from a maximum score of 100. The study concludes that the characteristics of chemistry teaching material voltaic cells are not under the demands of the characteristics of 21st-century learning in the aspect of the content.

show abstract

Section: Figure 3 the Results Of Concept Mastery Test By Vocational Studentsmentioning

confidence: 99%

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

Giyanto

Rubini

Heliawati

2020

JPSI

View full text Add to dashboard Cite

show abstract

“…& McDaris, J.R., 2019) and participated in peer-guided PD specific to their individual projects. Research team members attended a 3-day workshop, and then used 18 class sessions of ITG materials in their courses (Czajka & McConnell, 2019). Unmentored instructors are users of ITG materials who were not part of an ITG project that provided PD (e.g.…”

Section: Characteristics Of Participants and Instruments Participantsmentioning

confidence: 99%

“…Most instructors (242) were observed only once using either ITG or non-ITG material. A smaller sample of 46 instructors were observed multiple times (103 observations total) to (a) compare practices of the same instructor teaching with and without ITG materials, or (b) for other comparisons unrelated to the research questions addressed here (Czajka & McConnell, 2019;Macdonald et al, 2019).…”

Section: Instrumentsmentioning

confidence: 99%

“…Other research has shown that broad changes to instructors' teaching practice can come from a focus on teaching and learning in PD (e.g., Czajka & McConnell, 2019;Derting et al, 2016). High RTOP scores of materials developers provide an example of the combined effect of intensive PD with the use of rigorously developed ITG materials containing embedded student-centered pedagogies, which may be a model for achieving the higher goal of reformed teaching.…”

Section: Mechanisms For Developing a Growth Network For Lasting Changementioning

confidence: 99%

See 1 more Smart Citation

Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms

et al. 2020

Self Cite

View full text Add to dashboard Cite

Background The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. We report on 345 RTOP observations used to evaluate the extent of teaching reform when curricular materials developed as part of the InTeGrate Project (ITG) were used. The InTeGrate Project has published 40 modules of curricular materials that teach geoscience in the context of societal issues and support instructors through guided use of student-centered instructional practices. All ITG materials were developed by teams of instructors, follow a consistent structure, and were evaluated against a project rubric. Results RTOP scores for classes observed when ITG materials were used (ITG; n = 50, M = 54.0) are significantly higher than RTOP scores for classes observed when ITG materials were not used (non-ITG; n = 295; M = 39.8; p < .0001). ITG observations all have RTOP scores in the student-centered (≥ 50) or transitional (31–49) instructional categories, and none in the teacher-centered instructional category (≤ 30), demonstrating that ITG materials support more student-centered teaching in class sessions where they are used. In 33 paired observations of the same instructor teaching with and without ITG materials, mean RTOP scores when teaching with ITG are greater than mean RTOP scores when teaching without ITG (M = 54 and M = 47.1, respectively). Conclusions RTOP observations reveal that more student-centered instructional practices occur in class sessions in which ITG materials are used. There is a small range of RTOP scores when individual ITG activities are used by multiple instructors, suggesting that using ITG materials results in a consistent quality of instruction. The complete absence of teacher-centered instruction when using ITG materials means the materials are a useful resource for practicing reformed teaching methods. The model of the ITG Project in the creation and broad dissemination of ready-made curricula for use in large numbers of classrooms can be replicated to transform teaching and learning in other disciplinary communities.

show abstract

“…Explicitly articulating these skills helps develops student awareness, and also provides language to faculty for delivering specific feedback to students. While many publications have explored factors contributing to successful faculty development models (Czajka & McConnell, 2019;Lavis et al, 2016), we were unable to identify papers that quantified the frequency of adoption of evidence-based teaching strategies in classrooms after faculty training. Often, these data are not collected due to the lack of systematic evaluation of faculty development outcomes (Hines, 2009).…”

Section: Problem and Significancementioning

confidence: 99%

Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

Stanigar

Carson

2020

6th International Conference on Higher Education Advances (HEAd'20)

View full text Add to dashboard Cite

North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order skills in critical and creative thinking and self-reflection. Faculty and courses in a wide variety of disciplines were involved in the initiative, with the ultimate goal being an institutional transformation in the way that teaching is approached across campus. This paper shares early outcomes of five years of the program, which engaged approximately 130 faculty members. We assess the adoption of teaching strategies and how adoption varied between STEM and non-STEM courses based on a 2019 survey of TH!NK-trained faculty (n=72). We observed that an intensive, multi-day, interdisciplinary faculty development institute, paired with long-term peer mentoring and accountability, led to a high rate of adoption of the strategies. While non-STEM faculty utilized a wider array of teaching strategies prior to training, both groups made gains post-training, with the greatest gains among STEM faculty. There were notable outcomes observed in faculty use of the strategies in other courses and sharing activities and assignments with colleagues inside and outside of their home departments.

show abstract

The adoption of student-centered teaching materials as a professional development experience for college faculty

Cited by 29 publications

References 34 publications

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms

Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

Contact Info

Product

Resources

About