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Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)
BACKGROUND: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310438/ https://www.ncbi.nlm.nih.gov/pubmed/30631721 http://dx.doi.org/10.1186/s40594-018-0128-1 |
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author | Durham, Mary F. Knight, Jennifer K. Bremers, Emily K. DeFreece, Jameson D. Paine, Alex R. Couch, Brian A. |
author_facet | Durham, Mary F. Knight, Jennifer K. Bremers, Emily K. DeFreece, Jameson D. Paine, Alex R. Couch, Brian A. |
author_sort | Durham, Mary F. |
collection | PubMed |
description | BACKGROUND: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically relied on students, instructors, or observers to document course teaching practices, but it remains unclear whether and how these perspectives differ from each other. To address this issue, we modified our previously published instrument to generate the Measurement Instrument for Scientific Teaching-Observable (MISTO), which can be completed by students, instructors, and observers, and we investigated the degree of similarity between these three perspectives across 70 undergraduate science courses at seven different institutions in the USA. RESULTS: We found that the full MISTO and Active Learning subcategory scores showed the highest correlations among the three perspectives, but the degree of correlation between perspectives varied for the other subcategories. Match scores between students and instructors were significantly higher than observer matches for the full MISTO and for the Active Learning, Inclusivity, and Responsiveness subcategories. CONCLUSIONS: We find that the level and type of agreement between perspectives varies across MISTO subcategories and that this variation likely stems from intrinsic differences in the course access and scoring decisions of the three perspectives. Building on this data, we recommend MISTO users consider their research goals, available resources, and potential artifacts that may arise when deciding which perspective best fits their needs in measuring classroom teaching practices. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s40594-018-0128-1) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-6310438 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-63104382019-01-08 Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) Durham, Mary F. Knight, Jennifer K. Bremers, Emily K. DeFreece, Jameson D. Paine, Alex R. Couch, Brian A. Int J STEM Educ Research BACKGROUND: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically relied on students, instructors, or observers to document course teaching practices, but it remains unclear whether and how these perspectives differ from each other. To address this issue, we modified our previously published instrument to generate the Measurement Instrument for Scientific Teaching-Observable (MISTO), which can be completed by students, instructors, and observers, and we investigated the degree of similarity between these three perspectives across 70 undergraduate science courses at seven different institutions in the USA. RESULTS: We found that the full MISTO and Active Learning subcategory scores showed the highest correlations among the three perspectives, but the degree of correlation between perspectives varied for the other subcategories. Match scores between students and instructors were significantly higher than observer matches for the full MISTO and for the Active Learning, Inclusivity, and Responsiveness subcategories. CONCLUSIONS: We find that the level and type of agreement between perspectives varies across MISTO subcategories and that this variation likely stems from intrinsic differences in the course access and scoring decisions of the three perspectives. Building on this data, we recommend MISTO users consider their research goals, available resources, and potential artifacts that may arise when deciding which perspective best fits their needs in measuring classroom teaching practices. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s40594-018-0128-1) contains supplementary material, which is available to authorized users. Springer International Publishing 2018-08-16 2018 /pmc/articles/PMC6310438/ /pubmed/30631721 http://dx.doi.org/10.1186/s40594-018-0128-1 Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Research Durham, Mary F. Knight, Jennifer K. Bremers, Emily K. DeFreece, Jameson D. Paine, Alex R. Couch, Brian A. Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title | Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title_full | Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title_fullStr | Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title_full_unstemmed | Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title_short | Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO) |
title_sort | student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the measurement instrument for scientific teaching-observable (misto) |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310438/ https://www.ncbi.nlm.nih.gov/pubmed/30631721 http://dx.doi.org/10.1186/s40594-018-0128-1 |
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