|
Location:
|
SS 105 |
|
Date:
|
Wednesday, Aug.3 |
|
Time:
|
8:50 AM -9:00 AM
|
|
Author:
|
Jeff Phillips, Loyola Marymount University
310-338-7811, jphillips@lmu.edu
|
|
Co-Author(s):
|
None
|
|
Abstract:
|
One hundred eighteen high school and college teachers in Southern California completed a web-based survey that asked them to self-report what they do in the classroom and answer questions that might shed light on who is adopting various research-based instructional strategies (RBIS). The use of RBIS and a fraction of the course devoted to student-student interaction often correlated with the teachers' view of intelligence (incremental versus entity) and the degree to which they self-regulate their teaching. It was also observed that the teachers' classroom practices do not correlate with many one-way interactions, including attending conference presentations or reading journals. Implications for those looking to promote change in teachers, including AAPT Sections, will be discussed.
|
|
Footnotes:
|
None
|
|
|
|