Cargando…

Connecting the Dots from Professional Development to Student Learning

Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align wit...

Descripción completa

Detalles Bibliográficos
Autores principales:	Ellingson, Charlene L., Edwards, Katherine, Roehrig, Gillian H., Hoelscher, M. Clark, Haroldson, Rachelle A., Dubinsky, Janet M.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	American Society for Cell Biology 2021
Materias:	General Essays and Articles
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8715783/ https://www.ncbi.nlm.nih.gov/pubmed/34546098 http://dx.doi.org/10.1187/cbe.21-02-0035

Ejemplares similares

Connecting the Dots: Health Information Technology Expansion and Health Disparities
por: Lyles, Courtney, et al.
Publicado: (2015)

Development of a Framework for the Culture of Scientific Research
por: Dewey, Jessica, et al.
Publicado: (2021)

The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment
por: Zadina, Janet N.
Publicado: (2023)

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions
por: Pelletreau, Karen N., et al.
Publicado: (2018)

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development
por: Marbach-Ad, Gili, et al.
Publicado: (2010)

Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory
por: Jeong, Sophia, et al.
Publicado: (2022)

Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention
por: Tise, Joseph C., et al.
Publicado: (2023)

External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs
por: Callahan, Kevin P., et al.
Publicado: (2022)

Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities
por: Gin, Logan E., et al.
Publicado: (2020)

Applying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Design
por: Van Wart, Audra, et al.
Publicado: (2020)

The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants
por: Breland, Haley, et al.
Publicado: (2023)

Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment
por: Clark, Noelle, et al.
Publicado: (2023)

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences
por: Beatty, Abby E., et al.
Publicado: (2023)

Learning Introductory Biology: Students’ Concept-Building Approaches Predict Transfer on Biology Exams
por: McDaniel, Mark A., et al.
Publicado: (2022)

“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course
por: Clements, Thomas P., et al.
Publicado: (2022)

Welcoming Deaf Students into STEM: Recommendations for University Science Education
por: Braun, Derek C., et al.
Publicado: (2018)

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
por: Brame, Cynthia J.
Publicado: (2016)

Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students
por: Reinke, Nicole B., et al.
Publicado: (2021)

Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course
por: Aranda, Maurina L., et al.
Publicado: (2021)

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
por: Hodges, Linda C.
Publicado: (2018)

“Big Ideas” of Introductory Chemistry and Biology Courses and the Connections between Them
por: Roche Allred, Zahilyn D., et al.
Publicado: (2022)

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety
por: Mohammed, Tasneem F., et al.
Publicado: (2021)

The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses
por: Busch, Carly A., et al.
Publicado: (2023)

Evidence for Professional Conceptualization in Science as an Important Component of Science Identity
por: Huffmyer, Ariana S., et al.
Publicado: (2022)

Connecting Biology and Mathematics: First Prepare the Teachers
por: Šorgo, Andrej
Publicado: (2010)

Advancing Medical Professionalism in US Military Detainee Treatment
por: Rubenstein, Leonard S., et al.
Publicado: (2016)

Coming to terms with COVID-19 personally and professionally in Bangladesh
por: Saha, Senjuti
Publicado: (2021)

Post–Vision and Change: Do We Know How to Change?
por: D’Avanzo, Charlene
Publicado: (2013)

Connecting the Global Climate Change and Public Health Agendas
por: Nilsson, Maria, et al.
Publicado: (2012)

Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology Course
por: Foster-Hartnett, Dawn, et al.
Publicado: (2022)

Dissemination and Implementation Science for Public Health Professionals: An Overview and Call to Action
por: Estabrooks, Paul A., et al.
Publicado: (2018)

Community Capitals as Community Resilience to Climate Change: Conceptual Connections
por: Kais, Shaikh Mohammad, et al.
Publicado: (2016)

Similarity and Contact Frequency Promote Mentorship Quality among Hispanic Undergraduates in STEM
por: Pedersen, Rachelle M., et al.
Publicado: (2022)

Exploring Student Perspectives: How Graduate Students in a Life Science Department Define Success
por: Weatherton, Maryrose, et al.
Publicado: (2022)

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research
por: Reeves, Todd D., et al.
Publicado: (2016)

The Impact of Context on Students’ Framing and Reasoning about Fluid Dynamics
por: Slominski, Tara, et al.
Publicado: (2023)

Reimagining the Introductory Math Curriculum for Life Sciences Students
por: O’Leary, Erin Sanders, et al.
Publicado: (2021)

Biology Students’ Math and Computer Science Task Values Are Closely Linked
por: Caughman, Alicia M., et al.
Publicado: (2022)

Four-dot Artifact on Automated Perimetry
por: Razeghinejad, Mohammad-Reza, et al.
Publicado: (2010)

Exploring Two-Year College Biology Instructors’ Preferences around Teaching Strategies and Professional Development
por: Wise, Sarah B., et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_r7ome8bbkq6nvfipgtdu7dud8i