Very insightful sessions. S, the general question I have is if there is or do we have sufficient information to develop a multi-year professional development program to change faculty practice.
Also, re there any underlying traits and variables in the student reception to reformed teaching settings? What is the sample size of students that is being used to draw the conclusions?
Corinne and Dr. Sunal,
An interesting point emerged today from your research. It struck me that close to 25% of the teachers commented that the "reformed" classes that served to teach their content knowledge left them uncertain of their ability to perform as educators. Thus, reformed classes could be viewed as lessoning the self-efficacy of these science teachers. My question is first, could this trend be carried over into students? Do students in general or students of specific learning styles need more definitive answers or a solidifying quasi-traditional practice while building their content knowledge in order to gain a strong self-efficacy in science content competence? Second, on an undergraduate level, could self-efficacy be used as an indicator of retention rate? On this path of thought, what specific strategies can we as teachers use to strengthen self-efficacy within the classroom?
Excellent! I admire all the helpful data you've shared in your articles. I'm looking forward for more helpful articles from you. :)
love it! very interesting topics, I hope the incoming comments and suggestion are equally positive. Thanks for sharing information that is actually helpful.