login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

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