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ERIC Number: ED515658
Record Type: Non-Journal
Publication Date: 2011-Jan-25
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Applying Insights from Faculty Teaching Practices to Science and Math Education Reforms. WISCAPE Policy Brief
Hora, Matthew Tadashi
Wisconsin Center for the Advancement of Postsecondary Education (NJ1)
Policymakers and educators are increasingly expressing concerns that the U.S. is lagging behind other countries in educating the next generation of mathematicians and scientists. In response, the federal government, private foundations, and many "institutions of higher education" (IHEs) are encouraging STEM (science, technology, engineering, and math) instructors to adopt interactive, inquiry-based teaching methods in their classes, laboratories, and discussion sections. However, a major challenge facing policymakers and educators engaged in pedagogical reform in math and science is to fully understand teaching practices in IHEs and how instructors experience their organizational environment in regards to their teaching responsibilities. An adequate accounting of these complex phenomena involves capturing many different aspects of teaching practice. This brief presents an approach that captures the nuances of teaching practice with the specific aim of providing actionable evidence for policymakers and practitioners. (Contains 4 tables, 2 figures, and 12 notes.)
Wisconsin Center for the Advancement of Postsecondary Education. University of Wisconsin-Madison, 326 Lathrop Hall, 1050 University Avenue, Madison, WI 53706-1386. Tel: 608-265-6342; Fax: 608-262-4881; e-mail: wiscape-info@education.wisc.edu; Web site: http://www.wiscape.wisc.edu
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: University of Wisconsin-Madison, Wisconsin Center for the Advancement of Postsecondary Education
Identifiers - Location: Wisconsin