Brit Toven‐lindsey
Biographic Data
| ID | 4636555 |
|---|---|
| NAME | Brit Toven‐lindsey |
| GIVEN NAMES | Brit |
| FAMILY NAME | Toven‐lindsey |
| SIGNATURE | LINDSEY B T |
| AFFILIATIONS | Division of Math and Physical Sciences University of California Berkeley Berkeley California USA |
| ORCID | 0000-0002-3733-7497 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
How facilitating K–12 professional development shapes science faculty's instructional change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provid…
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement…
Faculty Development (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Computer Science (1 works) · Early Childhood Education and Development (1 works) · Equity (law) (1 works) · Evaluation of Teaching Practices (1 works) · Higher Education Practises and Engagement (1 works) · Higher Education Research Studies (1 works)