Investigating the linkage between professional development and mathematics instructors’ adoption of IBL teaching practices
Investigating the linkage between professional development and mathematics instructors’ adoption of IBL teaching practices
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调查专业发展与数学教师采用 IBL 教学实践之间的联系
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Charles N. Hayward
中科院分区：
文献类型：
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作者：
T. Archie;S. Laursen;Charles N. Hayward
基于探究的学习（IBL）专业发展研讨会旨在提高参与者使用IBL方法教学的能力。本研究使用了2010-2018年举办的研讨会的312名参与者的样本，以研究专业发展参与，IBL能力和使用IBL教学实践之间的关系。我们发现，教师的IBL能力，这意味着他们准备使用IBL的信念，知识和技能，并使用IBL教学实践后，参加专业发展增加。使用计划行为理论作为概念框架，我们使用结构方程模型来解释工作坊参与和其他因素对使用IBL教学实践的影响。研究结果表明，研讨会的参与，合议支持，以前IBL的经验，班级规模，和课程协调影响研讨会参与者使用IBL教学实践。这些研究结果支持使用精心设计的，密集的专业发展作为改变教学实践的一种手段。
Inquiry Based Learning (IBL) professional development workshops are designed to increase participants’ capacity to teach using IBL methods. This study used a sample of 312 participants from workshops held in 2010-2018 to examine the relationship between professional development participation, IBL capacity, and use of IBL teaching practices. We found that instructors’ IBL capacity, meaning the beliefs, knowledge and skills that prepare them to use IBL, and use of IBL teaching practices increased after participating in professional development. Using the Theory of Planned Behavior as a conceptual framework, we used a structural equation model to explain the effects of workshop participation and other factors on the use of IBL teaching practices. Findings indicated that workshop participation, collegial support, prior IBL experience, class size, and course coordination influenced workshop participants’ use of IBL teaching practices. These findings support the use of well-designed, intensive professional development as a means to change teaching practices.
通向大帐篷的宽阔大门：基于探究性学习的学科教师发展的四股模式
影响因子：
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作者：
Yoshinobu, Stan;Jones, Matthew G.;Hayward, Charles N.;Schumacher, Carol;Laursen, Sandra L.
通讯作者：
Laursen, Sandra L.
课堂观察表明基于学科的专业发展的积极影响
DOI：
10.1007/s41979-019-00015-w
发表时间：
2019
期刊：
Journal for STEM Education Research
影响因子：
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作者：
Viskupic, Karen;Ryker, Katherine;Teasdale, Rachel;Manduca, Cathryn;Iverson, Ellen;Farthing, Dori;Bruckner, Monica Z.;McFadden, Rory
通讯作者：
McFadden, Rory