login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms
32%
:
Teaching and learning about energy in New Zealand secondary school junior science classrooms
32%
:
Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
30%
:
Development of an Instrument to Assess Views on Nature of Science and Attitudes Toward Teaching Science
29%
:
Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science
29%
:
Characterizing active learning environments in physics: network analysis of Peer Instruction classroom using ERGMs
28%
:
Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)
27%
:
Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice
27%
:
Development and evaluation of large-enrollment, active-learning physical science curriculum
26%
:
Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol
26%
:
Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations
26%
:
Student experiences in traditional and active learning classrooms in introductory physics courses
26%
:
Describing and Facilitating Productive Teaching Talk in a Faculty Online Learning Community
26%
:
The Learning Cycle Model for Teaching a Science Lesson
26%
:
The Art (and Science) of In-Class Questioning via Clickers (Learning About Teaching Physics podcast)
26%
:
Resource Letter ALIP–1: Active-Learning Instruction in Physics
25%
:
Understanding Teaching or Teaching for Understanding: Alternative Frameworks for Science Classrooms
25%
:
Physics Learning Assistants’ Views on Expert Teaching: Toward an Understanding of PCK
25%
:
High School Science Experiences Associated to Mastery Orientation Towards Learning
25%
:
Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices