Literaturnachweis - Detailanzeige
Autor/in | Hora, Matthew T. |
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Titel | Exploring Faculty Beliefs about Student Learning and Their Role in Instructional Decision-Making |
Quelle | In: Review of Higher Education, 38 (2014) 1, S.37-70 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-5748 |
DOI | 10.1353/rhe.2014.0047 |
Schlagwörter | College Faculty; Teacher Attitudes; Decision Making; Teaching Methods; Learning Processes; Cognitive Style; College Students; Intervention; Role; Interviews; Observation; Case Studies; Visualization; Scaffolding (Teaching Technique); Rote Learning; Prior Learning; Intellectual Disciplines; Teacher Behavior; Correlation; Multivariate Analysis; Qualitative Research Fakultät; Lehrerverhalten; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Collegestudent; Rollen; Interviewing; Interviewtechnik; Beobachtung; Case study; Fallstudie; Case Study; Visualisation; Visualisierung; Mechanisches Lernen; Vorkenntnisse; Geisteswissenschaften; Teacher behaviour; Korrelation; Multivariate Analyse; Qualitative Forschung |
Abstract | This study utilizes theory from situated cognition to investigate faculty beliefs about student learning and their influence on teaching decisions. Results of interviews with and observations of 56 science and math faculty found that the two most common beliefs are: (a) students learn best through repeated practice, and (b) students have different learning styles. The remaining 13 beliefs exhibited an underlying dimensionality regarding whether teachers or students are responsible for constructing knowledge and understanding. These findings provide insights into factors that can be used to design locally attuned interventions in contrast to a "top-down" model of change. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |