ArticleCBE life sciences education2019
Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
18 citing papers in PubMed, 59 citations in OpenAlex.
- Assessing the Evolving the Culture of Biology program through the lens of the Teacher-Centered Systemic Reform model.Journal of microbiology & biology education · 2026Article
- PULSE: the transformative power of sustained engagement and collaboration to catalyze institutional change.Frontiers in sociology · 2026Article
- Longitudinal Study of the FIRST IV Program: Biology Departments' Influence on Teaching.CBE life sciences education · 2025Article
- University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.CBE life sciences education · 2024Article
- An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study.Advances in physiology education · 2024Article
- Student perceptions of inclusive pedagogy in undergraduate STEM classrooms.Journal of microbiology & biology education · 2023Article
- Developing a faculty support program for fostering enriching undergraduate laboratory experiences under limited resource conditions.Journal of microbiology & biology education · 2023Article
- Reflective Practices in Education: A Primer for Practitioners.CBE life sciences education · 2023Article
- Appealing to Faculty Gatekeepers: Motivational Processes for Intentions to Adopt an Evidence-B ased Intervention.Bioscience · 2022Article
- Six Principles for Embracing Gender and Sexual Diversity in Postsecondary Biology Classrooms.Bioscience · 2022Article
- I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic.International journal of STEM education · 2022Article
- Diversity Interventions in the Classroom: From Resistance to Action.CBE life sciences education · 2021Article
- Toward an Office of Evidence-Based Learning in Public Health: Formal Support, Pedagogical Scholarship, and Effective Teaching.American journal of public health · 2021Article
- Data-rich textbook figures promote core competencies: Comparison of two textbooks.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Environmental influences and individual characteristics that affect learner-centered teaching practices.PloS one · 2021Article
- The Tyranny of Content: "Content Coverage" as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It.CBE life sciences education · 2020Article
- Facilitating Long-Term Mentoring To Effectively Implement Active Learning Instruction: Formation of the Promoting Active Learning and Mentoring (PALM) Network.Journal of microbiology & biology education · 2020Article
- Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson About Carbon Assimilation.Frontiers in microbiology · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 1 institution in 1 country.
Funding
Abstract
Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty's use of EBT: 1) faculty's personal motivations (e.g., teaching value, confidence, beliefs about intelligence); and 2) their experiences with their institutional teaching environments (e.g., departmental support, student enthusiasm). Faculty's perceived
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.