The Experts below are selected from a list of 237 Experts worldwide ranked by ideXlab platform
Mark J Graham - One of the best experts on this subject based on the ideXlab platform.
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increased preclass preparation underlies Student Outcome improvement in the flipped classroom
CBE- Life Sciences Education, 2015Co-Authors: David J Gross, Evava S Pietri, Gordon A Anderson, Karin Moyanocamihort, Mark J GrahamAbstract:Active-learning environments such as those found in a flipped classroom are known to increase Student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how Students attain improved learning Outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to Students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for Students with lower grade point averages and for female Students.
Linda L Croninjones - One of the best experts on this subject based on the ideXlab platform.
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science teacher beliefs and their influence on curriculum implementation two case studies
Journal of Research in Science Teaching, 1991Co-Authors: Linda L CroninjonesAbstract:The influence of teacher beliefs on curriculum implementation was explored in two different contexts. Two middle-level teachers implemented a 20-lesson curriculum package in the presence of participant observers. Data sources included field notes and interview transcripts. The data were reviewed daily and tentative assertions were developed. Assertions and their accompanying evidence were examined weekly for recurring patterns. Case studies of the belief structures of each teacher were then prepared. In both cases, four major categories of beliefs appeared to influence curriculum implementation. These included beliefs about how Students learn, a teacher's role in the classroom, the ability levels of Students in a particular age group, and the relative importance of content topics. Both teachers believed that the most important Student Outcome is factual knowledge, that middle-grade Students learn through repeated drill and practice, and that middle school Students require a great deal of direction. The teachers' beliefs differed in other areas, including beliefs about a teacher's role in the classroom and beliefs regarding the curriculum and its content topics. Although certain components of both teachers' belief structures enhanced the success of curriculum implementation, overall their existing belief structures were incongruent with the underlying philosophy of the intended curriculum, thus hampering successful implementation.
Lisa M Dobey - One of the best experts on this subject based on the ideXlab platform.
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treatment integrity of interventions with children in the school psychology literature from 1995 to 2008
School Psychology Review, 2011Co-Authors: Lisa Hagermoser M Sanetti, Katie L Gritter, Lisa M DobeyAbstract:Abstract.Increased accountability in education has resulted in a focus on implementing interventions with strong empirical support. Both Student Outcome and treatment integrity data are needed to d...
Darrell L. Fisher - One of the best experts on this subject based on the ideXlab platform.
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School-Level Environment and Student Outcomes in Mathematics
Learning Environments Research, 2003Co-Authors: Beverley Webster, Darrell L. FisherAbstract:The purpose of this study was to investigate whether a relationship exists between school-level environment and Student Outcomes. The study involved 620 teachers and 4645 Students from 57 Australian secondary schools. Student Outcome measures included mathematics achievement, career aspirations and Students' attitudes and beliefs about success in mathematics. Teachers' perceptions of their school environment were measured using the School-Level Environment Questionnaire (SLEQ). Because previous research has shown that factors at the school level, such as environment, influence education at the classroom level, data regarding the instructional practices of teachers were included in the analysis in order to investigate this further. The results of these analyses show that various factors of the school-level environment were linked to improved Student Outcomes. Relationships were also found between teaching practices and Student Outcomes.
David J Gross - One of the best experts on this subject based on the ideXlab platform.
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increased preclass preparation underlies Student Outcome improvement in the flipped classroom
CBE- Life Sciences Education, 2015Co-Authors: David J Gross, Evava S Pietri, Gordon A Anderson, Karin Moyanocamihort, Mark J GrahamAbstract:Active-learning environments such as those found in a flipped classroom are known to increase Student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how Students attain improved learning Outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to Students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for Students with lower grade point averages and for female Students.
