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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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Expanding Research on Responsive Teaching.

Julia Gouvea¹, Lara Appleby²

¹Department of Education, Tufts University, Medford, MA 02155.

CBE Life Sciences Education

|June 7, 2022

Summary

This summary is machine-generated.

Responsive teaching, which centers student thinking, shows benefits supported by new quantitative research. This approach is examined for its role in equity and proposed for broader use in undergraduate biology education.

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Area of Science:

Education Research
Biology Education
Pedagogical Strategies

Background:

Responsive teaching, focusing on student thought, has a decade of research in K-12 math and science.
Existing research highlights the benefits of this student-centered instructional approach.

Purpose of the Study:

Provide quantitative evidence for the benefits of responsive teaching.
Investigate the conceptualization and practice of responsive teaching in supporting educational equity.
Encourage the adoption of responsive teaching in undergraduate biology education.

Main Methods:

Quantitative research methods to support the benefits of responsiveness.
Qualitative analysis of how responsive teaching is conceptualized and practiced.
Literature review and synthesis of existing research.

Main Results:

New quantitative data supports the positive impact of responsive teaching.
Responsive teaching can be conceptualized and practiced in ways that promote equity.
Identified opportunities and challenges for implementing responsive teaching in undergraduate settings.

Conclusions:

Responsive teaching offers significant benefits supported by empirical evidence.
The integration of responsive teaching can enhance equity in educational settings.
Further research and adoption are encouraged within the undergraduate biology education community.