How many classes and students should ideally be sampled when assessing the role of classroom climate via student ratings on a limited budget an optimal design perspective?

When considering how to assess student learning in a course, most instructors would agree that the ideal assessment would be one that not only assesses students’ learning; it also teaches students and improves their skills and understanding of course content. One fundamental aspect of such assessments is that they are authentic.

An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well. According to Grant Wiggins (1998), an assignment is authentic if it

• is realistic.
• requires judgment and innovation.
• asks the student to “do” the subject.
• replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or personal life.
• assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.
• allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.

Authentic assessments can be contrasted with conventional test questions, which are often indirect measures of a student’s ability to apply the knowledge and skills gained in a course. Conventional tests have an important place in college courses, but cannot take the place of authentic assessments. The table below, drawn from Wiggins, illustrates the differences between typical tests and authentic assessments.

Authentic assessments have several advantages over conventional tests. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And finally, they can provide more specific and usable information about what students have succeeded in learning as well as what they have not learned.

However, authentic assessments may require more time and effort on an instructor’s part to develop, and may be more difficult to grade. To address the difficulty of grading authentic assessments, it is often useful to create a grading rubric that specifies the traits that will be evaluated and the criteria by which they will be judged. (For more information, see the CITL resource on rubrics.)

Examples of Authentic Assessments

Who Is Doing This at IUB:

Professor Joshua Danish, in the School of Education, asks his students to apply the cognitive theories they have learned in class to help them interpret children’s behaviors in the classrooms they are observing, in this faculty spotlight.

Professor Alwiya Omar, Clinical Professor of Linguistics and director of IUB’s Swahili Flagship Program, has her students learn Swahili by engaging in an activity with strong roots in African languages and cultures: storytelling. She describes her approach in this faculty spotlight.

References

Wiggins, Grant. (1998). Ensuring authentic performance. Chapter 2 in Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, pp. 21 – 42.

For More Help or Information

To get help in designing authentic assessments, contact CITL to meet with a consultant.

If you would like to receive a copy of any publication or slide deck, please feel free to contact me.

Journal Articles

Rosenberg, J., Borchers, C., Burchfield, M., Anderson, D., Stegenga, S., Fischer, C. (accepted with minor revisions). When Sharing Isn't Caring: The Frequency and Predictors of School and District Sharing of Students' Personally Identifiable Information on Facebook. Learning, Media and Technology.

Fischer, C., Witherspoon, E., Nguyen, H., Feng. Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork, W., Matz, R. L., & Schunn, C. (in press). Advanced Placement Course Credit and Undergraduate Student Success in Gateway Science Courses. Journal of Research in Science Teaching.

Fischer, C., Wörner, S., Kuhn, J., Scheiter, K., & Neumann, I. (in press). Planentenbahnen im Physikunterricht: Modellieren mit Realexperimenten und computergestützten Simulationen. [Planetary orbits in physics instruction: Modeling using hands-on experiments and computer-based simulations.] MNU Journal.

Richter, E., Fütterer, T., Meyer, A., Eisenkraft, A., Fischer, C. (in press). Teacher Collaboration and Professional Learning: Examining how Teachers Select Professional Development Activities During a National Education Reform. Zeitschrift für Pädagogik.

Fischer, C., Nguyen, H., Estrella, G., & Collins, P. (2022). Examining Lecture and Inquiry-Based Laboratory Performance for Language Minority Students in Science Gateway Courses. PLoS ONE, 17(4), 1-15. https://doi.org/10.1371/journal.pone.0267188 [request pdf]

Moeller, J., Keyserlingk, L., Spengler, M., Gaspard, M., Lee, H. R., Yu, R., Fischer, C., & Arum, R. (2022). Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources. AERA Open, 8(1), 1-26. https://doi.org/10.1177/23328584211065725 [request pdf]

Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2021). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis. Advance Online Publication. https://doi.org/10.3102/01623737211055768 [request pdf]

Hübner, N., Fischer, C., Fishman, B., Lawrenz, F., & Eisenkraft, A. (2021). One Program Fits All? Patterns and Outcomes of Professional Development During A Large-Scale Reform in a High-Stakes Science Curriculum. AERA Open, 7(1), 1-18. https://doi.org/10.1177/23328584211028601 [request pdf]

Wu., L. L., Fischer, C., Rodriguez, F., Washington, G., & Warschauer, M. (2021). Project-based Engineering Learning in College: Associations with Self-Efficacy, Effort Regulation, Interest, Skills, and Performance. SN Social Sciences, 1, Article 287, 1-20. https://doi.org/10.1007/s43545-021-00286-4 [request pdf]

Rodriguez, F., Fischer, C., Zhou, N., Warschauer, M., & Massimelli, J. (2021). Student spacing and self-testing strategies and their associations with learning in an upper-division microbiology course. SN Social Sciences, 1, Article 38, 1-24. https://doi.org/10.1007/s43545-020-00013-5 [request pdf]

Wörner, S., Fischer, C., S., Kuhn, J., Scheiter, K., & Neumann, I. (2021). Video analysis to examine Kepler’s laws of planetary motion. The Physics Teacher, 59, 660-661. https://doi.org/10.1119/10.0006924 [request pdf]

Nguyen, H., Lim, K. Y., Wu, L. L., Fischer, C., & Warschauer, M. (2021). “We’re Looking Good”: Social Exchange and Regulation Temporality in Collaborative Design. Learning and Instruction, 74, 1-13. https://doi.org/10.1016/j.learninstruc.2021.101443 [request pdf]

Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C., & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts. [Concerns of Teachers During School Closings: Analyzing Communication in the Twitter-Lehrerzimmer Regarding Opportunities and Challenges of Digital Teaching]. Zeitschrift für Erziehungswissenschaft, 24, 443–477. https://doi.org/10.1007/s11618-021-01013-8 [request pdf]

Zitzmann, S., Wagner, W., Hecht, M., Helm, C., Fischer, C., Bardach, L., & Göllner, R. (2021). How many classes and students should ideally be sampled when assessing the role of classroom climate via student ratings on a limited budget? An optimal design perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09635-4 [request pdf]

Rosenberg, J., Borchers, C., Dyer, E., Anderson, D. & Fischer, C. (2021). Understanding Public Sentiment About Educational Reforms: The Next Generation Science Standards on Twitter. AERA Open, 7(1), 1-17. https://doi.org/10.1177/23328584211024261 [request pdf]

Rosenberg, J., Burchfield, M., Borchers, C., Gibbons, B., Anderson, D., & Fischer, C. (2021). Social media and students’ privacy: What schools and districts should know. Phi Delta Kappan, 103(2), 49-53. https://doi.org/10.1177/00317217211051145 [request pdf]

Aguilar, S., Rosenberg, J., Greenhalgh, S., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A Different Experience for a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic. AERA Open, 7(1), 1-17.https://doi.org/10.1177/23328584211063898 [request pdf]

Fischer, C., Pardos, Z., Baker, R. S., Williams., J. J., Smyth, P., Yu, R., Slater, S., Baker, R., & Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130-160. https://doi.org/10.3102/0091732X20903304 [request pdf]

Fischer, C., Foster, B., McCoy, A., Lawrenz, F., Dede, C., Eisenkraft, A., Fishman, B., Frumin, K., & Levy, A. (2020). Identifying levers related to student performance on high-stakes science exams: Examining school, teaching, teacher, and professional development characteristics. Teachers College Record, 122(2), 1-64. https://doi.org/10.1177/016146812012200202 [request pdf]

Fischer, C., Fishman, B., Levy, A., Eisenkraft, A., Dede, C., Lawrenz, F., Jia, Y., Kook, J., Frumin, K., & McCoy, A. (2020). When do students in low-SES schools perform better-than-expected on a high-stakes test? Analyzing school, teacher, teaching, and professional development characteristics. Urban Education, 55(8-9), 1280-1314. https://doi.org/10.1177/0042085916668953 [request pdf]

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. https://doi.org/10.1016/j.iheduc.2019.100710 [request pdf]

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief, 29, 1-10. https://doi.org/10.1016/j.dib.2020.105320 [request pdf]

Zhou, N., Fischer, C., Rodriguez, F., Warschauer, M, & King, S. (2020). Exploring how enrolling in an online organic chemistry preparation course relates to students' self-efficacy. Journal of Computing in Higher Education, 32, 505-528. https://doi.org/10.1007/s12528-019-09244-9 [request pdf]

Nguyen, H., Wu, L. L., Fischer, C.,Washington, G., & Warschauer, M. (2020). Increasing success in college: Examining the impact of a project-based introductory engineering course. Journal of Engineering Education, 109(3), 384-401. https://doi.org/10.1002/jee.20319 TOP CITED ARTICLE AWARD [request pdf]

Zhou, N., Nguyen, H., Fischer, C., Richardson, D., & Warschauer, M. (2020). High school teachers' self-efficacy in teaching computer science. Transactions on Computing Education, 20(3), 1-18. https://doi.org/10.1145/3410631 [request pdf]

Ferdinand, J., Engler, S., & Fischer, C. (2020). Lernen mit digitalen Lernressourcen: Beispiel Khan Academy [Learning with online materials: The example of Khan Academy]. Schulmanagement, 5, 24-27. [request pdf]

Baker, R., Xu, D., Park, J., Yu, R., Li, Q., Cung, B., Fischer, C., Rodriguez, F., Warschauer, M. & Smyth, P. (2020). The Benefits and Caveats of Using Clickstream Data to Understand Student Self-Regulatory Behaviors: Opening the Black Box of Learning Processes. International Journal of Educational Technology in Higher Education, 17(13), 1-24. https://doi.org/10.1186/s41239-020-00187-1 [request pdf]

Rosenberg, J. M., Reid, J. W., Dyer, E., Koehler, M., Fischer, C., & McKenna, T. J. (2020). Idle Chatter or Compelling Conversation? The Potential of the Social Media-based #NGSSchat Network for Supporting Science Education Reform Efforts. Journal of Research in Science Teaching, 57(9), 1322-1355. https://doi.org/10.1002/tea.21660 TOP CITED ARTICLE AWARD [request pdf]

McCoy, A., Levy, A., Frumin, K., Lawrenz, F., Dede, C., Eisenkraft, A., Fischer, C., Fishman, B., & Foster, B. (2020). From the inside out: Teacher responses to the AP curriculum redesign. Journal of Science Teacher Education, 31(2), 208-225. https://doi.org/10.1080/1046560X.2019.1685630 [request pdf]

Carpenter, J., Rosenberg, J. M., Dousay, T. A., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C., & Krutka, D. (2020). What Should Teacher Educators Know about Technology? Perspectives and Self-Assessments. Teaching and Teacher Education, 95. https://doi.org/10.1016/j.tate.2020.103124 [request pdf]

Fischer, C., Fishman, B., & Schoenebeck, S. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open, 5(4), 1-20. https://doi.org/10.1177/2332858419894252 [request pdf]

Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education, 96(5), 857-864. http://dx.doi.org/10.1021/acs.jchemed.8b01008 [request pdf]

Fischer, C., McCoy, A., Foster, B., Eisenkraft, A., & Lawrenz, F. (2019). Use of the stages of concerns questionnaire in a national top-down reform effort. Teaching and Teacher Education, 80, 13-26. https://doi.org/10.1016/j.tate.2018.12.019 [request pdf]

Fischer, C., Eisenkraft, A., Fishman, B., Hübner, N., & Lawrenz, F. (2018). Adapting to the large-scale Advanced Placement chemistry reform: An examination of teachers’ challenges and instructional practices. Journal of Chemical Education, 95(10), 1701–1710. https://doi.org/10.1021/acs.jchemed.8b00151 [request pdf]

Fischer, C., Fishman, B., Dede, C., Eisenkraft, E., Foster, B., Frumin, K., Lawrenz, F., Levy, A., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. https://doi.org/10.1016/j.tate.2018.02.011 [request pdf]

Frumin, K., Dede, C., Fischer, C., Fishman, B., Eisenkraft, A., Foster, B., Levy, A., Lawrenz, F., & McCoy, A. (2018). Adapting to large-scale changes in Advanced Placement biology, chemistry, and physics: The impact of online teacher communities. International Journal of Science Education, 40(4), 397-420. https:/doi.org/10.1080/09500693.2018.1424962 [request pdf]

Conference Proceedings

Borchers, C., Rosenberg, J., Gibbons, B., Burchfield, M., & Fischer, C. (2021). To Scale or Not to Scale: Comparing Popular Sentiment Analysis Dictionaries on Educational Twitter Data. Proceedings of the 14th International Conference on Educational Data Mining (EDM). Paris, France.

Burchfield, M., Rosenberg, J., Borchers, C., Thomas, T., Gibbons, B., & Fischer, C. (2021). Are Violations of Student Privacy “Quick and Easy”? Investigating the Privacy of Students’ Images and Names in the Context of K-12 Educational Institution’s Posts on Facebook. Proceedings of the 14th International Conference on Educational Data Mining (EDM). Paris, France. BEST POSTER AWARD

Nguyen, H., Lim, K. Y., Wu, L. L., & Fischer, C. (2021). A Dynamic Social Network Approach to Capturing Shared Regulation Interactions in Collaborative Learning. Proceedings of the 2021 Annual Meeting of the International Society of the Learning Sciences (ISLS), Bochum, Germany.

Rodriguez, F., Lee, H. R., Rutherford, T., Fischer, C., Potman, E., & Warschauer, M. (2021). Using Clickstream Data Mining Techniques to Understand and Support First-Generation College Students in an Online Chemistry Course. Proceedings of the 11th International Conference on Learning Analytics & Knowledge (LAK '21). Virtual Conference. https://doi.org/10.1145/3448139.3448169

Yu, R., Li, Q., Fischer, C., Doroudi, S. & Xu, D. (2020). Towards Accurate and Fair Prediction of College Success: Evaluating Different Sources of Student Data. Proceedings of the 13th International Conference on Educational Data Mining (EDM). Ifrane, Morocco.

Nguyen, H., Lim, K. Y., Wu, L. L., Fischer, C., & Warschauer, M. (2020). “I Thought We Said”: Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering Design. Proceedings of the 14th International Conference of the Learning Sciences (ICLS). Nashville, TN.

Nguyen, H., Wu, L. L., Washington, G., Lim, K. Y., & Fischer, C. (2020). Collaboration Patterns and Design Practices in First-Year Project-Based Engineering. Proceedings of the 2020 annual conference and exposition of the American Society of Engineering Education (ASEE). Montreal, Canada.

Yu, R., Li, Q., Fischer, C., Xu, D., & Doroudi, S. (2020). Predicting College Success: What Data Are Useful and for Whom? In the Companion Proceedings of the 10th International Conference on Learning Analytics & Knowledge (LAK '20). Frankfurt, Germany.

Carpenter, J., Rosenberg, J. M., Dousay, T., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C. & Krutka, D. (2019). What do teacher educators think of teacher education technology competencies? In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 796-801). Las Vegas, NV.

Wu, L. L., Fischer, C., Rodriguez, F., & Washington, G. (2018). Evaluation of online learning in a first-year engineering design course. Proceedings of the 2018 annual conference and exposition of the American Society of Engineering Education (ASEE), Salt Lake City, UT.

Fischer, C., Frumin, K., Dede, C., Fishman, B., Eisenkraft, A., Jia, Y., Kook, J., Levy, A., Lawrenz, F., & McCoy, A. (2016). Non-users, lurkers, and posters in the online AP teacher community: Comparing characteristics determining online engagement. In L.-J. Thoms, & R. Girwidz (Eds.), Selected Papers from the 20th International Conference on Multimedia in Physics Teaching and Learning (pp. 109-117). Mulhouse, France: European Physical Society. SELECTED PAPER AWARD

Fischer, C. & Dershimer, R. C. (2016). Preparing teachers to use educational games, virtual experiments, and interactive science simulations to engage students in the practices of science. In L.-J. Thoms & R. Girwidz (Eds.), Proceedings of the 20th International Conference on Multimedia in Physics Teaching and Learning (pp. 263-270). Mulhouse, France: European Physical Society.

Book Chapters

King, S., Zhou, N., Fischer, C., Rodriguez, F., & Warschauer, M. (2019). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. In S. Kradtap Hartwell & T. Gupta (Eds.), From General to Organic Chemistry: Courses and Curricula to Enhance Student Retention (pp. 119-128). Washington, DC: American Chemical Association. https://doi.org/10.1021/bk-2019-1341.ch009 [request pdf]

Manuscripts in Peer-Review

Fischer, C., McPartlan, P., Orona, G., Yu, R., Xu, D., & Warschauer, M. (revise and resubmit). Salient syllabi: Examining design characteristics of science online courses in higher education. Manuscript submitted to PLoS ONE.

Szura, J., Fischer, C., Link, R., & Collins, P. (revise and resubmit). Looking at the Laboratory Discussion: Course Modality Choice and Student Performance in Organic Chemistry Laboratory. Manuscript submitted to the Journal of Chemical Education.

Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (revise and resubmit). I Can’t Get No Satisfaction! The Role of Professional Training for Teachers’ Job Satisfaction. Manuscript submitted to the Teaching and Teacher Education.

Petts, P., Cramman, H., Robson, J., Al Moubayed, N., Fischer, C., & Fox, M. (revise and resubmit). The challenges and opportunities for Artificial Intelligence (AI) in facilitating the use of large-scale qualitative data for Higher Education Physics teaching and research. Manuscript submitted to Physical Review Physics Education Research.

Rosenberg, J., Borchers, C., Burchfield, M., Anderson, D., Stegenga, S., Fischer, C. (revise and resubmit). Schools' Posts on Facebook Systematically Risk Students' Privacy. Manuscript submitted to Educational Researcher.

Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (in review). Heading for New Shores? Longitudinal Participation Patterns in Teacher Professional Development. Manuscript submitted to the European Journal of Teacher Education.

Zhou, X., Li, Q., Xu, D., Li, X., & Fischer, C. (in review). Examining College Online Course Design against Three Quality Concepts: Scaffolding, Student Agency, and Presence & Interactivity. Manuscript submitted to Computers & Education.

Morina, F., Hübner, N., Eisenkraft, A., & Fischer, C. (in review). Examining Laboratory Investigations in Advanced Placement Biology: Teachers’ Perceived Challenges and Their Classroom Practice. Manuscript submitted to the Journal of Research in Science Teaching.

Lee, H. R., Gaspard, H., Keyserlingk, L., Rubach, C., Fischer, C., Heckhausen, J., & Eccles, J. (in review). Changes in college students’ course-specific expectancy and subjective task values related to first-term academic experiences. Manuscript submitted to the British Journal of Educational Psychology.

Lee, H. R., von Keyserlingk, L., Cavazos, J. G., Yu, R., Fischer, C., Dowell, N., Rodriguez, F., & Eccles, J. (in review). To engage or to not engage?: The role of competing demands and perceived subjective task values on students' academic engagement. Manuscript submitted to Frontiers in Psychology.

Conference Presentations

2022

Parrisius, C., Gaspard, H., Keyserlingk, L., Rubach, C., Yamaguchi-Pedroza, K., Lee, H.R., Spengler, M., Fischer, C., Heckhausen, J., & Eccles, J. (2022, August). Linking students' perceived support by faculty and peers with their expectancies and values. Paper to be presented at the 2022 Annual Meeting of the American Psychological Association, Minneapolis, MN.

Fischer, C., Morina, F., Borchers, C., Klein, L., & Eich, M. (2022, April). Informal Professional Development in Online Communities of Practice at Scale: Mapping Nationwide Educational Twitterspheres. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.

Morina, F., Hübner, N., Eisenkraft, A., & Fischer, C. (2022, April). Examining Laboratory Investigations in Advanced Placement Biology: Teachers’ Perceived Challenges and their Classroom Practice. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.

Fütterer, T., Hübner, N., Fishman, B., Eisenkraft, A., & Fischer, C. (2022, April). Teacher Professional Development and Self-Efficacy during the AP Science Reform: A Longitudinal Perspective. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.

Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., Trautwein, U., & Fischer, C. (2022, April). Effectiveness of Online Professional Development for Teachers: A Meta-Analysis. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.

v. Waveren, L., Fütterer, T., Hübner, N., Fischer, C., & Sälzer, C. (2022, March). Spiegelt sich die Art des Zugangs zum Lehramt in der beruflichen Zufriedenheit in PISA 2015 und 2018 wider? [How do teacher preparation programs relate to job satisfaction using PISA 2015 and 2018 data?]. Paper presented at the 9th annual GEBF conference, Bamberg, Germany.

Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., Trautwein, U., & Fischer, C. (2022, March). A Meta-Analysis on the effectiveness of online professional development for teachers. Paper presented at the 9th annual GEBF conference, Bamberg, Germany.

Fütterer, T., Hübner, N., Fishman, B., Eisenkraft, A., & Fischer, C., (2022, March). Wechselwirkungen zwischen der Selbstwirksamkeit von Lehrpersonen und Fortbildungsmerkmalen: Eine Längsschnittperspektive. [Associations between teacher self-efficacy and professional development participation: A longitudinal study]. Paper presented at the 9th annual GEBF conference, Bamberg, Germany.

Fischer, C., Witherspoon, E., Nguyen, H., Feng. Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork, W., Matz, R. L., & Schunn, C. (2022, February). Forcing students to retake courses they could skip using AP credit only hurts them. Paper presented at the 2022 Annual Meeting of the American Association for the Advancement of Science, Philadelphia, PA.

2021

Fischer, C., Witherspoon, E., Nguyen, H., Feng. Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork, W., Matz, R. L., & Schunn, C. (2021, June). Advanced Placement Course Credit Policies: Examining Student Success in College Science Gateway Courses. Paper presented at the 2021 Sloan Equity and Inclusion in STEM Introductory Courses Summer Meeting, Virtual Conference.

Fischer, C., Witherspoon, E., Nguyen, H., Feng. Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork, W., Matz, R. L., & Schunn, C. (2021, May). Examining Student Success in College Science Gateway Courses: The Impact of Advanced Placement Course Credit Policies. Paper presented at the Indiana University Annual Learning Analytics Summit, Bloomington, IN.

Fischer, C., Collins, P., Estrella, G., & Nguyen, H. (2021, April). Examining Benefits of Lectures and Inquiry-Based Laboratories for Language Minority Students in Science Gateway Courses. Roundtable at the 2021 annual meeting of the American Educational Research Association, Virtual Conference.

Waveren, L., Fütterer, T., Hübner, N., Fischer, C., & Sälzer, C. (2021, April). Is Teachers’s Job Satisfaction Contingent on Formal Teacher Training? Insights from PISA 2015. Paper at the 2021 annual meeting of the American Educational Research Association, Virtual Conference.

Rosenberg, J., Borchers, C., Gibbons, B., Dyer, E., Anderson, D., & Fischer, C. (2021, April). Don't worry, be happy? A sentiment analysis of the #NGSSchat Twitter community. Paper at the 2021 annual meeting of the American Educational Research Association, Virtual Conference.

Fischer, C., Morina, F., Borchers, C., & Klein, L. (2021, March). Using Big Data to Support Educational Change: Twitter as a Platform for Informal Professional Development. Paper presented at the 2021 annual meeting of the Leibniz Education Research Network, Hannover, Germany.

2020

Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, December). Heading for new Shores: Moving from Traditional to Modern Teacher Professional Development. Poster at the 5th International NEPS Conference, Bamberg, Germany. BEST POSTER AWARD

Yu, R., Li, Q., Fischer, C., Doroudi, S., & Xu, D. (2020, September). Predicting College Success: What Data Are Useful and for Whom? Poster at the 2020 AERA Satellite Conference on Educational Data Science, Palo Alto, CA.

Rosenberg, J., Dyer, E., Anderson, D., & Fischer, C. (2020, September). If you’re happy and you know it, post a tweet? A study of the sentiment of posts to the #NGSSchat hashtag on Twitter. Poster at the 2020 AERA Satellite Conference on Educational Data Science, Palo Alto, CA.

Rodriguez, F., Lee, H. R., Rutherford, T., Fischer, C., & Warschauer, M. (2020, September). Can Learning Analytics Help Us Understand Differences in Behaviors and Achievement Among Diverse Learners? Results from an Online Chemistry Course. Poster at the 2020 AERA Satellite Conference on Educational Data Science, Palo Alto, CA.

Yu, R., Li, Q., Fischer, C., Doroudi, S., & Xu, D. (2020, August). Towards Accurate and Fair Prediction of College Success: Evaluating Different Sources of Student Data. Poster presented at the Fourth Workshop on Mechanism Design for Social Good, Online Conference.

Nguyen, H., Fischer, C., Witherspoon, E., Feng, Y., Fiorini, S., & Schunn, C. (2020, July). Examining the Impact of Advanced Placement Course Credit Policies on Student Performance in Science Gateway Courses. Poster presented at the Virtual Sloan Equity and Inclusion in STEM Introductory Courses Meeting, Irvine, CA.

Fischer, C., Nguyen, H., Feng. Y., Fiorini, S., Kalender, Y., Schunn, C., Vincent-Ruz, P., Whitcomb, K., Witherspoon, E., & Warschauer, M. (2020, April). Advanced Placement Course Credit and Undergraduate Student Success in STEM Gateway Courses. Paper at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)

Rosenberg, J. M., Reid, J. W., Dyer, E., Koehler, M. J., Fischer, C., & McKenna, T. J. (2020, April). A New Context for Professional Networks: Understanding the Social Structure of #NGSSChat through Social Network Analysis. Paper at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)

Jacob, S., Garcia, L., Montoya, J., Nguyen, H., Prado, Y., Stehberger, D., Barquin, B., Marsland, B., Fischer, C., Richardson, D., & Warschauer, M. (2020, April). CONECTAR: Collaborative Network of Grade 3-5 Educators for Computational Thinking for English Learners. Roundtable at the Presidential Session at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)

Fischer, C. (2020, March). Leveraging Big Data to Enhance Educational Effectiveness: Examples from Teacher Education and Higher Education. Paper at the 2020 annual meeting of the Leibniz Education Research Network, Frankfurt, Germany. (Conference canceled)

Fischer, C., Fishman, B., & Schoenebeck, S. (2020, March). Lehrerbildung in den sozialen Netzwerken: Twitter als Lehrerfortbildung? [Social media in teacher education: Twitter as a form of professional development?]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)

Hübner, N., Fischer, C., Göllner, R., Fishman, B., Lawrenz, F., & Eisenkraft, A. (2020, March). One Size Fits All? Differentielle Erträge verschiedener Lehrerfortbildungsformen zur Advanced Placement Reform in den Naturwissenschaften [One size fits all? Differential impacts of professional development formats related to the Advanced Placement reform in the sciences]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)

Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, March). Muster der Fortbildungsaktivität von Lehrpersonen im Längsschnitt [Longitudinal analysis of teacher professional development patterns]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)

2019

Warschauer, M., Rodriguez, F., Fischer, C., Rivas, M., Orona, G., Yu, R., McPartlan, P., Li, Q., Cung, B., Baker, R., Rutherford, T., Sato, B., & Xu, D. (2019, December). How and why to support self-regulation among online learners. Paper presented at the 34th Directors of Educational Technology / California Higher Education Annual Meeting, San Diego, CA.

Fischer, C., Nguyen, H., & Warschauer, M. (2019, June). Advanced Placement course credit and student success in STEM gateway courses. Invited presentation at the Sloan Equity and Inclusion in STEM Introductory Courses Meeting, Ann Arbor, MI.

Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019, June). Enhancing student success in organic chemistry: Examining the impact of an online prep course. Invited presentation at the Sloan Equity and Inclusion in STEM Introductory Courses Meeting, Ann Arbor, MI.

Reid, J. W., Rosenberg, J. M., Koehler, M. J., Fischer, C., & McKenna, T. J. (2019, April). An exploration of #NGSSchat through social network analysis. Paper presented at the 2019 annual international conference of the National Association of Research in Science Teaching, Baltimore, MD

Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2019, April). Does course-taking increase distal student success? Examining impacts on college graduation rates and time-to-degree. Paper presented at the 2019 annual meeting of the American Educational Research Association, Toronto, Canada.

Rosenberg, J. M., Reid, J., Koehler, M. J., Fischer, C., & McKenna, T. J. (2019, January). Bridging the Gap or Stuck in Silos? A Social Network Analysis of the Science Education-Focused Twitter Hashtag #NGSSchat. Paper presented at the Association for Science Teacher Education International Meeting, Savannah, GA. FINALIST JOHN C. PARK AWARD

2018

Fischer, C., Baker, R., Li, Q., Rodriguez, F., Xu, D., & Warschauer, M. (2018, October). Online learning in higher education: Examining short-term and distal outcomes. Poster presented at the 2018 CRESST Conference, Los Angeles, CA.

King, S. M., Fischer, C.,Zhou, N., & Rodriguez, F. (2018, July). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. Paper presented at the 25th Biennial Conference on Chemical Education, Notre Dame, IN.

Fischer, C., Orona, G., McPartlan, P., & Yu, R. (2018, May). Summer Sessions at a Large Public Research University: Evaluating Student Success in Undergraduate Online Courses. Paper presented at the Digital Learning in the Humanities and Beyond Symposium, Irvine, CA.

Fischer, C., Fishman, B., & Schoenebeck, S. (2018, April). Professional development in 140 characters? Analyzing Twitter as a professional learning platform for science teachers. Paper presented at the 2018 annual meeting of the American Educational Research Association, New York, NY.

2017

Fischer, C., Foster, B., McCoy, A., Eisenkraft, A., Levy, A., Fishman, B., Dede, C., Frumin, K., & Lawrenz, F. (2017, August). National curriculum revision and teacher professional development: The understanding professional development and adoption variation related to revised Advanced Placement curriculum (PD-RAP) project. Poster presented at the 12th Conference of the European Science Education Research Association, Dublin, Ireland.

Eisenkraft, A., Fishman, B., Dede, C., Frumin, K., Levy, A., Fischer, C., Lawrenz, F., & McCoy, A. (2017, April). Which professional development improves AP scores? Paper presented at the 2017 National Conference on Science Education of the National Science Teachers Association, Los Angeles, CA.

Fischer, C. (2017, March). Exploring science teachers’ engagement on Twitter: How microblogging complements traditional professional development. Paper presented at the 2017 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.

2016

Eisenkraft, A., McCoy, A., Kook, J., Levy, A., Jia, Y., Fishman, B., Fischer, C., Dede, C., Frumin, K., & Lawrenz, F. (2016, April). The AP Science Redesign: Teachers’ Perspectives on their Schools’ AP Culture and Implications for Student Success. Paper presented at the 2016 annual international conference of the National Association of Research in Science Teaching, Baltimore, MD.

Frumin, K., Fischer, C., Dede, C., Fishman, B., Eisenkraft, A., Jia., Y., Levy, A., Lawrenz, F., & McCoy, A. (2016, April). Non-users, lurkers, and posters: Profiles of engagement in a large-scale online teacher community. Paper presented at the 2016 annual meeting of the American Educational Research Association, Washington, DC.

Eisenkraft, A., McCoy, A., Fishman, B., Fischer, C., Kook, J., Levy, A., Jia, Y., Dede, C., Frumin, K., & Lawrenz, F. (2016, March). Supporting large scale change in science education: Understanding professional development and adoption variation related to revised advanced placement curriculum. Paper presented at the 2016 National Conference on Science Education of the National Science Teachers Association, Nashville, TN.

Fischer, C. (2016, March). Navigating a large-scale science reform: The difference between being the only AP teacher in a school and having local colleagues. Paper presented at the 2016 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.

2015

Kneff, T., Huynh, M., Fischer, C., Hwang, H., & Yankson, K. (2015, September). “Borrowing” from Britain: A typology of the educational systems of India, Jamaica, Hong Kong, New Zealand, and Ghana. Paper presented at the 2015 focal meeting of the World Education Research Association, Budapest, Hungary.

Eisenkraft, A., Levy, A., McCoy, A., Frumin, K., Dede, C., Fishman, B., Fischer, C., Kook, J., & Lawrenz, F. (2015, July). Preparing for the AP Redesign: Science Teachers’ Professional Development Choices and Student Outcomes. Paper presented at the 2015 College Board AP Annual Conference, Austin, TX.

Fischer, C., Fishman, B., Levy, A., Eisenkraft, A., Dede, C., Lawrenz, F., Kook, J., Frumin, K., & McCoy, A. (2015, April). When low-SES students perform better-than-expected on a standardized test: The role of professional development. Paper presented at the 2015 annual meeting of the American Educational Research Association, Chicago, IL.

Eisenkraft, A., McCoy, A., Levy, A., Lawrenz, F., Kook, J., Fishman, B., Fischer, C., Dede, C., & Frumin, K. (2015, April). Supporting large scale change in science education: What we have learned so far. Paper presented at the 2015 annual international conference of the National Association of Research in Science Teaching, Chicago, IL.

Fischer, C. (2015, March). Supporting low-SES students to perform better-than-expected on the AP science examinations: The impact of professional development. Paper presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.

Kneff, T., Fischer, C., Huynh, M., Hwang, H., & Yankson, K. (2015, March). “Borrowing” from Britain: Comparing the educational systems of India, Jamaica, Hong Kong, New Zealand, and Ghana. Paper presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.

Fischer, C. (2015, March). Implementing digital technologies for learners in standards-based science instruction: Designing a professional development workshop. Roundtable presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.

Eisenkraft, A., Fishman, B., McCoy, A., Levy, A., Kook, J., Fischer, C.,Frumin, K., Dede, C., & Lawrenz, F. (2015, March). Professional development for the revised AP science courses. Paper presented at the 2015 National Conference on Science Education of the National Science Teachers Association, Chicago, IL.

Before 2015

Fishman, B., Fischer, C., Kook, J., Levy, A., Jia, Y., Eisenkraft, A., McCoy, A., Lawrenz, F., Dede, C., & Frumin, K.  (2014, April). Professional development for the redesigned AP Biology exam: Teacher participation patterns and student outcomes. Paper presented at the 2014 annual meeting of the American Educational Research Association, Philadelphia, PA.

Fischer, C., Urch, R., Neumann, I., & Tjus, J. (2013, February). Planetenbahnen im Schülerlabor [Planetary orbits in a school laboratory]. Poster presented at the 2013 spring meeting of the German Physical Society, Jena, Germany.

Invited Talks

Fischer, C. (2022, November). Teacher Participation in Online Communities on Twitter: Insights from the United States and Germany. Keynote address at the International Congress on Social Networks and Teacher Training. Seville, Spain.

Fischer, C. (2022, May). Trends in der Digitalen Bildung: Eine Perspektive aus der Empirischen Bildungsforschung [Trends in Educational Technology: Insights from Educational Science]. Invited talk at the Vector Foundation, Stuttgart, Germany.

Fischer, C. (2022, February). Measuring educational experiences in college: The UCI Next Generation Undergraduate Success Project. Invited talk at the Department of Linguistics, University of Tübingen, Germany.

Fischer, C. (2022, January). Gameful Learning und Pädagogische Psychologie: Wege zu neuen Bewertungssystemen [Gameful Learning and Educational Psychology: Pathways Towards New Assessment Systems]. Invited talk at the University of Tübingen Studium Generale Lecture Series, Tübingen, Germany.

Fischer, C. (2021, December). Digitale Hochschullehre mit Gameful Learning: Wege zu neuen Lehr- und Prüfungsformaten [Digital Education in Higher Education with Gameful Learning: Pathways to New Forms of Instruction and Assessments]. Invited talk at the Digitale Lehre: Erfahrungen – Chancen – Herausforderungen Lecture Series, University of Tübingen, Germany.

Fischer, C. (2021, December). Gameful Learning: Ein neuer didaktischer Ansatz für Lehr- und Prüfungsformate in der Hochschullehre [Gameful Learning: A novel approach for instruction and assessments in higher education]. Invited talk at the Oberseminar Fach- und Hochschuldidaktik, Department of Mathematics, University of Tübingen, Germany.

Fischer, C. (2021, March). Chancen zum informellen Austausch über soziale Netzwerke: Teilnahmegewinnung und Partizipationsmuster. [Affordances of informal collaboration on social media: Recruitment and participation structures]. Invited talk at the Virtual Lunch Talk Series of Jugend Präsentiert, Wissenschaft im Dialog, Berlin, Germany.

Fischer, C. (2020, December). Lehrerfortbildungen in Zeiten der Abstandsregel: Sind Fortbildungen über Twitter eine gute Alternative? [Teacher professional development in Covid-times: Is Twitter a potential alternative?]. Invited talk at the Virtual Lecture Talk Series of the LEAD Graduate School and Research Network, University of Tübingen, Tübingen, Germany.

Fischer, C. (2020, November). Merkmale von erfolgreichem virtuellem Lehren und Lernen [Characteristics of successful virtual teaching and learning]. Invited talk at the Chamber of Commerce and Industry, Reutlingen, Germany.

Fischer, C. (2020, September). Chancen und Herausforderungen von Fortbildungen auf Twitter. [Challenges and Affordances of Professional Development on Twitter]. Invited talk at the 2020 Corporate Learning Camp, Zurich, Switzerland.

Fischer, C. (2020, July). Effektivität von Online-Lehre im Hochschulkontext [Examining the Educational Effectiveness of Online Learning in Higher Education]. Invited talk presented at the Virtual Lecture Series of the Faculty of Economics and Social Sciences, University of Tübingen, Germany.

Fischer, C. (2020, June). Online Learning in Higher Education: Insights from large-scale research projects. Invited talk at the Verbund TRAFO - Netzwerk transferorientierter Lehre in Baden-Württemberg, Esslingen, Germany. (Conference canceled)

Fischer, C. (2019, October). The impact of Advanced Placement credit policies on student success in STEM gateway courses. Invited talk presented at the Causal Inference in Education Research Seminar Series, University of Michigan, Ann Arbor, MI.

Fischer, C. (2019, October). Pathways to improve educational effectiveness: Examples from higher education and teacher education. Keynote address at the LEAD-Retreat at the University of Tübingen, Heiligkreuztal, Germany.

Fischer, C. (2019, May). Learning analytics in the wild: Examples of micro-, meso-, and macro-level big data in educational contexts. Invited talk at the UCI Learning Analytics Group, University of California, Irvine, Irvine, CA.

Fischer, C. (2019, April). Leveraging technologies to enhance education systems: Insights from large-scale studies in K-12 and university settings. Invited talk at the School of Education Brown Bag Seminar Series, University of California, Irvine, Irvine, CA.

Fischer, C. (2019, February). Examining forms and frames for science teacher learning related to large-scale reforms. Invited talk at the 2019 annual meeting of the Association of Teacher Educators, Atlanta, GA.

Fischer, C. (2018, March). How can online learning environments transform educational landscapes? Examples from science teacher education and higher education. Invited talk at the FOCUS Seminar Series, University of California, Irvine, Irvine, CA.

Fischer, C. (2017, October). Understanding technology-enhanced forms of professional development: Teachers' adoption of a national science curriculum reform in the United States. Invited talk at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen, Germany.

Panel Discussions

Fischer, C., Zettler, I., & Flunger, B. (2021, March). How to Become a Professor Outside of Germany. Panel discussant at a workshop of the Tübingen Postdoctoral Academy for Research on Education, Tübingen, Germany.

Fischer, C., Kurz, S., & Engelmann, S. (2020, October). Schule ohne Fächer - Wie sieht das Schulsystem für morgen aus? [School without subjects? How will the education system look like in the future?]. Panel discussant at a DiskutiertDICH!? talk show, Vaihingen, Germany.

Fischer, C., Greenberg, M., Swaminathan, D., & Anderson-Natale, K. (2020, September). Diverse Careers: Advice from UCI Postdoc Alumni. Panel discussant at the UCI Postdoctoral Association Program for the National Postdoc Appreciation Week, University of California, Irvine, Irvine, CA.

Fischer, C., Rehm, S., Schenck, M., Karsten, C., & Hering, M. (2020, August). Die Tenure-Track-Professur in Deutschland [The tenure track professorship in Germany]. Panel discussant at the annual meeting of the German Academic International Network (GAIN), Virtual Conference.

Blog Posts / Educational Magazines

Karwatzki, L. V., Schlüter, S., & Fischer, C. (2022, June 30). Scratch: Eine kooperative Programmiersprache für den schulischen Alltag [Scratch: A cooperative programming language for daily schooling]. Retrieved from https://lead.schule/blog/scratch-eine-kooperative-programmiersprache-fuer-den-schulischen-alltag

Halder, S., Schelonsek, M., Ohlinger, A., & Fischer, C. (2022, June 23). Gameful Learning: Innovative Wege zur didaktischen Gestaltung der Hochschullehre [Gameful learning: Pathways to innovative high school education]. Retrieved from https://lead.schule/blog/gameful-learning-innovative-wege-zur-didaktischen-gestaltung-der-hochschullehre

Kolb, L., Irion, M., Netzer, K., Schlieper, A., & Fischer, C. (2022, June 16). Voll PhET?! Forschendes Lernen im Unterricht [Everything PhET!? Inquiry learning in school teaching]. Retrieved from https://lead.schule/blog/voll-phet-forschendes-lernen-im-unterricht

Fischer, C. & Bildstein, I. (2022). Alles digital? [Everything digital?]. Bildungshorizonte, 6, 6-8. https://doi.org/10.31219/osf.io/vjyn3

Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2021, November 22). Access to online college courses can speed students‘ degree completion. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2021/11/22/access-to-online-college-courses-can-speed-students-degree-completion/

Eich, M., Morina, F., & Fischer, C. (2021, October 6). Forschen mit archivierten Datensätzen: Wie ein Datenarchiv die Bildungsforschung vorantreibt [Research with data archives: How a data archive can support education research]. Retrieved from https://lead.schule/blog/forschen-mit-archivierten-datensaetzen-wie-ein-datenarchiv-die-bildungsforschung-vorantreibt/

Kopatz, M., Morina, F., & Fischer, C. (2021, September 15). Wie die Unterrichts- und Schulentwicklung von Vergleichsarbeiten (VERA) profitieren kann [Statewide testing to benefit instructional planning and school development?]. Retrieved from  https://lead.schule/blog/wie-die-unterrichts-und-schulentwicklung-von-vergleichsarbeiten-vera-profitieren-kann/

Wottrich, L. & Fischer, C. (2021, June 9). Virtuelle Lernplattform fördert Lernprozesse: Ein Blick darauf, was guten Unterricht ausmacht [Online Learning can help learning processes: Perspectives on high quality classroom teaching]. Retrieved from http://lead.schule/blog/virtuelle-lernplattform-foerdert-lernprozesse/

Eich, M., Thomas, J., & Fischer, C. (2021, May 19). Digitales Storytelling: Programmieren lernen durch Geschichtenerzählen [Digital Storytelling: Learning how to Program with Storytelling]. Retrieved from http://lead.schule/blog/digitales-storytelling-programmieren-lernen-durch-geschichtenerzaehlen/

Schröder, S., Vochatzer, S., & Fischer, C. (2021, May 5). Fortbildung to go: Twitter als Ratgeber für Lehrkräfte [Professional Development to go: Twitter as a Guidebook for Teachers]. Retrieved from http://lead.schule/blog/fortbildung-to-go-twitter-als-ratgeber-fuer-lehrkraefte/

Heinle, S., Kopatz, M., & Fischer, C. (2021, March 31). Forschendes Lernen virtuell: Wie Kinder auch im Netz zu Entdecker*innen werden [Inquiry learning: How children can become explorers on the web]. Retrieved from https://lead.schule/blog/forschendes-lernen-virtuell-wie-kinder-auch-im-netz-zu-entdeckerinnen-werden/

Kammerer, I. & Fischer, C. (2021, March 18). Gameful Learning: Was sich aus Videospielen über Motivation lernen lässt [Gameful learning: What we can learning from video games about motivation]. Retrieved from https://lead.schule/blog/gameful-learning-was-sich-aus-videospielen-ueber-motivation-lernen-laesst/

Weynand, M., Ferdinand, J., & Fischer, C. (2020, April 14). Lehrkräftefortbildung durch soziale Medien!? [Teacher professional development with social media?!]. Retrieved from https://lead.schule/blog/lehrkraeftefortbildung-durch-soziale-medien/

Karossa, N., Ferdinand, J., & Fischer, C. (2020, April 7). Programmieren kinderleicht: Schnelle Erfolgserlebnisse mit Scratch. [Easy programming: Quick successes with Scratch]. Retrieved from https://lead.schule/blog/scratch/

Borchers, C., Ferdinand, J., & Fischer, C. (2020, March 18). Inquiry-based Learning: Forschendes Lernen im Unterricht. [Inquiry-based learning in classroom instruction]. Retrieved from https://lead.schule/blog/forschendes-lernen-im-unterricht/

Philipp, J., Ferdinand, J., & Fischer, C. (2020, March 18). Gravitationskraft im Unterricht verändern: PhET macht es möglich. [Changing the gravitational force in classroom instruction: Potentials of PhET]. Retrieved from https://lead.schule/blog/phet-simulationen-im-unterricht/

Engler, S., Ferdinand, J., & Fischer, C. (2020, March 17). Khan Academy: Lernen mit einem „digitalen Nachhilfelehrer“. [Khan Academy: Learning with a “online tutor”]. Retrieved from https://lead.schule/blog/khan-academy-lernen-mit-einem-digitalen-nachhilfelehrer/

Workshops

Fischer, C. (2019, March). How to use R-Markdown effectively. Workshop led at the Introduction to R for Educational Data Science Workshop Series, Irvine, CA.

Fischer, C. (2018, May). Applied social network analysis for educational research with the open source software Gephi. Workshop led at the Digital Learning in the Humanities and Beyond Symposium, Irvine, CA.

Fischer, C. (2016, March). Introduction to qualitative data analysis with NVivo. Workshop led at the School of Education of the University of Michigan, Ann Arbor.

Fischer, C. (2016, March). Introduction to Qualitative Comparative Analysis with the software programs fsQCA and Tosmana. Workshop led at the School of Education of the University of Michigan, Ann Arbor.

Fischer, C. & Dershimer, R. C. (2014, December). Teaching secondary school science: Technology workshop. Workshop led at the School of Education of the University of Michigan, Ann Arbor.

Fischer, C. (2012, December). Die Physik der Musikinstrumente [The physics of musical instruments]. Workshop led at the Department of Physics of the Ruhr University Bochum, Germany.

How many students should be there in a class ideally?

How do you assess the classroom climate?

What are the 4 classroom expectations?

What are the 3 ways to create a positive classroom climate or environment?