Many studies focus on the use of different assessment tools within information literacy instruction; however, there are very few that discuss how preand post-tests can be utilized to gauge student learning, and even fewer of those published deal with preand post-test assessment within the one-shot paradigm. This study explores the effectiveness of using nonlinguistic representations—kinesthetic...

935 EDUCATIONFORUM S cience and technology have had enormous impact on many areas of human endeavor but surprisingly little effect on education. Many large-scale fi eld trials of science-based innovations in education have yielded scant evidence of improvement in student learning (1, 2), although a few have reliable positive outcomes (3, 4). Education involves many important issues, such as cul...

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive propo...

This article presents a model for designing student-centered, technology-rich learning environments (SCenTRLE). The model helps educators operationalize constructivist and student-centered approaches to teaching and learning by delimiting eight instructional events for facilitating knowledge construction and the development of life-long learners. The article describes theoretical and conceptual...

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) co...