Materials Similar to The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
- 54%: Characterizing Instructional Practices in the Laboratory: The Laboratory Observation Protocol for Undergraduate STEM
- 49%: The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice
- 46%: Exploring the Use of the Teaching Dimensions Observation Protocol to Develop Fine-grained Measures of Interactive Teaching in Undergraduate Science Classrooms
- 43%: Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol
- 38%: Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
- 34%: Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices
- 33%: Using Observations of Universal Design for Learning to Enhance Post-secondary STEM Teaching Practices
- 28%: Findings from an administration of the ISOP framework at Institution A in the Spring of 2013: Insights into course planning, classroom teaching, and student experiences in STEM courses
- 27%: Complex Interactions between Formative Assessment, Technology, and Classroom Practices
- 27%: Technology And Instructional Reform In STEM Education: Beyond the Classroom
- 26%: Frame Analysis as a Way to Understand the Complex Dynamic of Classroom Teaching Practice
- 26%: Physics Teacher Characteristics and Classroom Practices
- 24%: Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
- 24%: Improvement in university freshmen's questioning by explicit practice of experts' physics problem solving strategies
- 24%: Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics
- 24%: Facilitating Change in Undergraduate STEM: Initial Results from an Interdisciplinary Literature Review
- 24%: Attending to Scientific Practices within Undergraduate Research Experiences
- 24%: Assessment of strategies to build a welcoming STEM classroom environment for all students
- 24%: Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution