login - create an account - help

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

Materials Similar to 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

• 30%: Student experiences in traditional and active learning classrooms in introductory physics courses
• 30%: Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
• 29%: Using a parachute course to retain students in introductory physics courses
• 25%: Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs
• 25%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
• 25%: Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices
• 25%: Hidden walls: STEM course barriers identified by students with disabilities
• 25%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
• 24%: Investigating Students' Ideas About X-rays While Developing Teaching Materials for a Medical Physics Course
• 24%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
• 24%: How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
• 21%: Methods activities and other resources for fostering science inquiry teaching in elementary (K-8) methods courses and science-focused field experiences
• 21%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
• 21%: Instructors’ justifications regarding curricular design: Assumptions about life sciences students and their role in physics courses
• 20%: Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses
• 20%: Toolbox of activities to support students in a physics gateway course
• 20%: Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses
• 20%: Teaching assistant-student interactions in a modified SCALE-UP classroom
• 20%: Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research