Carmen Dasi, Maria J Soler, Vicente Bellver, Juan C Ruiz
Short form of Spanish version of the WISC-IV for intelligence assessment in elementary school children
Psychological reports
traditional teaching practices undergraduate science technology engineering mathematics stem courses failed support student success causing many students leave stem fields disproportionately affecting women students color although much known effective stem teaching practices many faculty continue adhere traditional methods lecture study investigated factors affect stem faculty members instructional decisions evidencebased instructional practices ebips performed qualitative analysis semistructured interviews faculty members colleges physical mathematical sciences life sciences engineering took part professional development program support use ebips stem faculty university used ecological model guide investigation frame results faculty identified variety personal social contextual factors influenced instructional decisionmaking personal factors included attitudes beliefs selfefficacy social factors included influence students colleagues administration contextual factors included resources time student characteristics factors interact meaningful ways highlight hyperlocal social contexts exist within departments subdepartment cultures importance positive feedback students colleagues implementing ebips need support administration faculty process changing teaching