ERIC Number: EJ1038869
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 63
Exploring Faculty Beliefs about Student Learning and Their Role in Instructional Decision-Making
Hora, Matthew T.
Review of Higher Education, v38 n1 p37-70 Fall 2014
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A