Applying Insights from Faculty Teaching Practices to Science and Math Education Reforms

Wiscape Banner
shadow

CONTACTING US

Main Office

WISCAPE
School of Education
UW-Madison
353 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/265-6342

Email: wiscape-info@education.wisc.edu
or by contact form

 

Facebook logo Twitter logo

 

Applying Insights from Faculty Teaching Practices to Science and Math Education Reforms

Author

Matthew Tadashi Hora (BIO)

Researcher, Wisconsin Center for Education Research
University of Wisconsin-Madison

Summary

Policymakers and educators are increasingly expressing concerns that the U.S. is lagging behind other countries in educating the next generation of mathematicians and scientists. In response, the federal government, private foundations, and many institutions of higher education (IHEs) are encouraging STEM (science, technology, engineering, and math) instructors to adopt interactive, inquiry-based teaching methods in their classes, laboratories, and discussion sections.   

However, a major challenge facing policymakers and educators engaged in pedagogical reform in math and science is to fully understand teaching practices in IHEs and how instructors experience their organizational environment in regards to their teaching responsibilities. An adequate accounting of these complex phenomena involves capturing many different aspects of teaching practice. This brief presents an approach that captures the nuances of teaching practice with the specific aim of providing actionable evidence for policymakers and practitioners.

DOWNLOAD THIS PUBLICATION

© 2017 Board of Regents of the University of Wisconsin System • Please contact the School of Education External Relations Office with questions, issues or comments about this site.