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Download full textKim, Mijung; McFeetors, P. Janelle; Jin, Qingna; Rose, Kerry; Carey, Jason; Miller-Young, Janice; Jamieson, Marnie; Adeeb, Samer – Journal of University Teaching and Learning Practice, 2023
Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…
Descriptors: Engineering Education, Pedagogical Content Knowledge, College Faculty, Student Centered Learning
Direct linkAmendum, Steven J.; Liebfreund, Meghan D. – Journal of Educational Research, 2019
The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K-2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students…
Descriptors: Situated Learning, Faculty Development, Intervention, Elementary School Teachers
Savitz, Rachelle S.; Silva, Arsenio; Dunston, Pamela J. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2019
Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide…
Descriptors: Situated Learning, Literacy, Preservice Teachers, Attitude Change
