Making Lemonade out of Lemons: Supporting Adoption of Evidence-Based Practices in Response to Educational Disruptions

• Preethi Titu ^[1] ; Siying Jiang ^[2] ; Amanda S. Perez ^[3] ; Bilal Gunes ^[4] ; Chinmay Kulkarni ^[3] ; Wei Zhu ^[2] ; Gregory T. Rushton ^[4] ; David J. Yaron ^[3]
  1. [1] Kennesaw State University

     Kennesaw State University

     Estados Unidos

     
  2. [2] Stony Brook University

     Stony Brook University

     Town of Brookhaven, Estados Unidos

     
  3. [3] Carnegie Mellon University

     Carnegie Mellon University

     City of Pittsburgh, Estados Unidos

     
  4. [4] Middle Tennessee State University

     Middle Tennessee State University

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 9, 2020, págs. 3306-3311
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Effective diffusion of educational innovations is essential for evidence-based practices to have broad impacts on student learning. One of the barriers to such diffusion is the large inertia associated with changing one’s teaching practices. Educational disruptions, such as COVID-19, may lower this barrier by making business-as-usual no longer feasible. Here, we reflect on the ways in which an online community, designed to promote diffusion of educational innovation, supported Advanced Placement (AP) Chemistry teachers in the rapid transition to online instruction necessitated by the pandemic. The lessons learned from supporting teachers as they responded to the pandemic may provide insights into how to better promote and support adoption of reformed teaching strategies.