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- W1663224857 abstract "ABSTRACT Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol (RTOP). A scoring rubric created to support consistent application of the 25 items on the RTOP yields very high inter-rater agreement over multiple observations throughout a 3 y period. Using the adapted RTOP instrument, 66 separate observations of introductory physical geology classrooms at 11 different institutions (four associate's colleges, three baccalaureate colleges, a master's university, and three research universities) were collected, and those observations indicate three categories of instruction: (1) teacher-centered, traditional lecture-dominated classrooms (RTOP < 30) with little student talk and minimal student activity beyond listening an..." @default.
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- W1663224857 date "2013-11-22" @default.
- W1663224857 modified "2023-09-23" @default.
- W1663224857 title "Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices." @default.
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- W1663224857 doi "https://doi.org/10.5408/12-381.1" @default.
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