login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities
39%
:
Faculty Online Learning Communities to support physics teaching
38%
:
A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
34%
:
An Analysis of Community Formation in Faculty Online Learning Communities
30%
:
Pedagogical Practices of Physics Faculty in the USA
30%
:
Creating and Sustaining Online Professional Learning Communities
28%
:
Using asynchronous communication to support virtual faculty learning communities
28%
:
Participants' perceptions of the Faculty Online Learning Community (FOLC) experience
28%
:
Describing and Facilitating Productive Teaching Talk in a Faculty Online Learning Community
27%
:
Conversational norms in faculty communities enable and constrain opportunities to learn
26%
:
Supporting faculty and staff to make better use of learning analytics data
25%
:
Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities
24%
:
STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching
24%
:
Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships
24%
:
What factors influence pedagogical methods in informal learning spaces?
23%
:
Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics
22%
:
Variables that Correlate with Faculty Use of Research-Based Instructional Strategies
22%
:
Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
22%
:
Diversity of Faculty Practice in Workshop Classrooms
21%
:
Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs