Matthew T. Hora

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1 Introduction The Teaching Dimensions Observation Protocol (TDOP) is a structured classroom observation protocol designed to capture nuances of teaching behaviors in a descriptive manner. The TDOP was originally developed as part of an empirical study of the determinants of postsecondary teaching practices. Data obtained using the TDOP protocol can be used(More)
Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about(More)
Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. (2012). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices (WCER Working Paper 2012-9). The research(More)
Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. of Wisconsin–Madison. Any opinions, findings, or conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agencies, WCER, or cooperating(More)
Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. The research reported in this paper was supported by a grant from the National Science Foundation to the University of Wisconsin–Madison (EHR 0227016) for a Mathematics and Science Partnership project(More)
Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. (2008). A final case study of SCALE activities at UW-Madison: The influence of institutional context on a K–20 STEM education change initiative The research reported in this paper was supported by a grant(More)
This study utilizes theory from situated cognition to investigate faculty beliefs about student learning and their influence on teaching decisions. Results of interviews with and observations of 56 science and math faculty found that the two most common beliefs are: (a) students learn best through repeated practice, and (b) students have different learning(More)
Background: A growing body of research in cognitive psychology and education research is illuminating which study strategies are effective for optimal learning, but little descriptive research focuses on how undergraduate students in STEM courses actually study in real-world settings. Using a practice-based approach informed by situated cognition theory, we(More)