The purpose of this study has been to elucidate the landscape of teaching practices and instructor perspectives related to post-secondary evolution education.
The final question on instructor perspectives queried respondents' perspectives on the role of evolution in the origin of life, the origin of humans and the diversity of life forms on earth.
From the instructors' perspective, there are also factors that are more internal to the classroom that guide coverage, such as the instructor's view of the students he or she is teaching.
From the instructors' perspective, one of the most valuable gains from the project is students' appreciation of the affordances and constraints of digital technologies for connecting, interaction, and learning through first-hand experience.
The aim of this research is to analyze second language instructors' perspectives about the use of educational games.
The final question in the survey probed instructors' perspectives on the role of evolution in three different phenomena: origin of life, diversity of life, and origin of humans.
From instructors' perspectives, multiple factors contribute to how they decide to structure a course in regard to content coverage, exposure, and emphasis.
This small-scale interview study conducted at a private university in Japan examined English language demands in content courses in mathematics and earth sciences and course instructors' perspectives on the introduction of four-skill English language assessments to university entrance examinations in Japan.
If this is the case, we are faced with a pressing follow-up question: If being part of a marginalized or vulnerable population, perceiving negative student preparation, classroom features, and perspectives on success in calculus are not associated with negative OTL (from the instructor's perspective), then what is?
