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Silva and colleagues aimed to replicate and extend the findings of Lopez et al. using a similar study design but a longer, 12-hour classroom protocol.
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To help institutions collect information on undergraduate teaching practices, the authors developed a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM (COPUS).
To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS.
The classroom observation protocol was created by combining two published observation instruments: Classroom Observation Protocol (COP; Lawrenz et al., 2002c) and the Authentic Classroom Instruction (Newmann et al., 1995).
They used eight of the 25 Classroom Observation Protocol in Undergraduate STEM codes to produce 10 clusters of instructional styles across a range of Reformed Teaching Observation Protocol scores.
Appendix B: Classroom observation protocol.
classroom observation protocol for undergraduate STEM.
We developed a classroom observation protocol and trained one observer from each district in its use.
The observations were based on the standard classroom observation protocol of Behavioral Observation of Students in Schools (BOSS) (Shapiro 2003) (Table 1).
To address concerns about the accuracy of the TPI responses for category III, we developed an easy-to-use classroom observation protocol, COPUS.
The authors of "The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize STEM Classroom Practices" (CBE Life Sci. Educ. [2013], 12, 618 627; doi:10.1187/cbe.13-08-0154) have provided a revised version of their supplemental data.
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