返回Google圖書搜尋

Standards-based Teaching and Educational Digital Libraries as Innovations

其他書名	Undergraduate Science Faculty in the Adoption Process
出版	Ohio State University, 2005
URL	http://books.google.com.hk/books?id=ozYMkAEACAAJ&hl=&source=gbs_api

註釋Abstract: This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational change and innovation adoption. The model suggests undergraduate science faculty professional developers and innovation developers should establish a shared understanding of vocabulary related to innovations, conduct national innovation awareness and informational campaigns, consider faculty pre-existing understanding of the innovations, align with organizational norms, and clarify the relationship between institutional mission/goal statements and the innovations. The study protocols and instruments may be valuable tools for others studying educational change and innovations.