List of Figures and Tables

In: The Unorthodox Professor
Free access
Figure 1.Comparison of societal paradigmsxii
Figure 1.1.Theoretical model of factors influencing the success of an innovation15
Figure 1.2.Interactions as sources of perceived success and personal satisfaction16
Figure 2.1.Advanced biology class examining a cadaver24
Figure 2.2.Data collecting workshop25
Figure 2.3.Participants in data collecting workshops26
Figure 3.1.Research – practice cycle49
Figure 3.2.K-12 Science education cycle – Client audiences in the field53
Figure 3.3.Reinventing teacher education54
Figure 3.4.Collaboration cycles55
Figure 4.1.Dr. Szaz in the advanced biology class62
Figure 4.2.Advanced biology students collecting specimens to study in the laboratory64
Figure 4.3.Dr. John Teal and advanced biology class in Sippewisset salt marsh67
Figure 4.4.Dr. Albert Szent-Gyorgyi and advanced biology class68
Figure 4.5.Alvin waiting for titanium shell70
Figure 4.6.Dr. John Ryther and the advanced biology class71
Figure 4.7.A theoretical model of factors middle school students perceive facilitate learning science76
Figure 4.8.Activity and body alignment79
Figure 5.1.GpEMSt course sequence101
Figure 5.2.Qualitative simulation of time series design112
Figure 6.1.Developing a theory119
Figure 6.2.Two connected teaching/learning experience strands121
Figure 6.3.STS drawing123
Figure 6.4.Natural science honors course flier137
Figure 7.1.Description of marine science community building program148
Figure 7.2.ISI graduate certificate program flier151
Figure 7.3.Emergent c-map of biology for teachers course161
Figure 9.1.Conduct of the audit206
Figure 9.2.Processes to collect data207
Figure 9.3.Interpretation of data207
Figure 9.4.Written reports208
Figure 10.1.The green place partnership contacts220
Figure 14.1.Inspirational clipping297
Figure 14.2.Big girl clothes309
Figure 14.3.Human development and STS315
Figure 15.1.Teaching on the floor320
Figure 15.2.Integrating graduate work, career, and personal life334
Figure 16.1.Expanding perspectives of the holistic paradigm340
Table 3.1.Audiences and roles in systemic change50
Table 5.1.Designing programs and courses90
Table 6.1.Designing programs and courses116
Table 6.2.Intellectual progression of cognitive experiments from simple to complex and safe to high risk118
Table 7.1.Designing programs and courses142
Table 7.2.Community engagement model for course/program development154

The Unorthodox Professor

Surviving and Thriving as a Change Agent in Education


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