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Factors Influencing College Teachers...

Ditwiler, Eric.

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Factors Influencing College Teachers' Choice of Instructional Strategies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors Influencing College Teachers' Choice of Instructional Strategies./
作者:	Ditwiler, Eric.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144337
ISBN:	9781339994994

Factors Influencing College Teachers' Choice of Instructional Strategies.
Ditwiler, Eric.

Factors Influencing College Teachers' Choice of Instructional Strategies. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 187 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2016.

In response to the series of national reports lamenting the reluctance of STEM faculty to take up student-centered, active-learning, Research-Based Instructional Strategies (RBISs), this study asks if factors besides STEM discipline predict an instructor's propensity to lecture.

ISBN: 9781339994994Subjects--Topical Terms:

641065
Higher education.

Factors Influencing College Teachers' Choice of Instructional Strategies.
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500 $a Adviser: Scott L. Thomas.
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520 $a In response to the series of national reports lamenting the reluctance of STEM faculty to take up student-centered, active-learning, Research-Based Instructional Strategies (RBISs), this study asks if factors besides STEM discipline predict an instructor's propensity to lecture.
520 $a The dataset consists of a 50% sample (n=2763) of 2013 responses to the Faculty Survey of Student Engagement (FSSE), used with permission of Indiana University Center for Postsecondary Education. Data are analyzed using the lm() (linear model) and aov() (ANOVA) function in base R, polr (proportional odds logistic regression) from MASS, and ICC1() and ICC2() (Intra-Class Correlation) from the multilevel package.
520 $a Academic discipline accounts for about 17% of the variance in response to the question about what percent of class time was spent lecturing. Engineers and the Physical Science, Math & C.S. group tied at 57%, but the Social and Biological Sciences are close at 51% and 54%, respectively. Faculty at colleges of education lecture the least at a little more than a quarter of the time. Class size accounts for about 16% of the variance, with larger classes more likely to be taught by lecture. Men spend an average of 49% of their time lecturing while women spend 37%. Faculty at private and Ph.D. granting institutions are more likely to lecture while those at highly selective institutions are less likely. Faculty who research more, lecture more. Those who work more hours, lecture less. Findings also suggest that instructors who value students' acquiring several skills (including higher-order thinking) employ more student-centered pedagogies. Valuing such outcomes notably requires the consideration of issues beyond the content of the discipline. Those who value them more---which I assert, comes at the expense of content---lecture less. Institutional ownership of non-content learning outcomes is needed so that all disciplines appreciate them.
520 $a There is no relationship between chronological age or career age and propensity to lecture, suggesting that administrators can't just wait for the problem to retire---faculty development efforts are needed. Disciplinary differences explain more than 150 times more variation in propensity to lecture than do institutional differences. This suggests that faculty development programs should consider disciplinary differences.
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