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During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.
Physical Review Special Topics - Physics Education Research: Volume 8, Issue 2, Pages 020104
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=12389">Henderson, C, M. Dancy, and M. Niewiadomska-Bugaj. "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?." Phys. Rev. ST Phys. Educ. Res. 8, no. 2, (July 31, 2012): 020104.</a>
AIP Format
C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, , Phys. Rev. ST Phys. Educ. Res. 8 (2), 020104 (2012), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.8.020104).
AJP/PRST-PER
C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?, Phys. Rev. ST Phys. Educ. Res. 8 (2), 020104 (2012), <https://doi.org/10.1103/PhysRevSTPER.8.020104>.
APA Format
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012, July 31). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?. Phys. Rev. ST Phys. Educ. Res., 8(2), 020104. Retrieved October 10, 2024, from https://doi.org/10.1103/PhysRevSTPER.8.020104
Chicago Format
Henderson, C, M. Dancy, and M. Niewiadomska-Bugaj. "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?." Phys. Rev. ST Phys. Educ. Res. 8, no. 2, (July 31, 2012): 020104, https://doi.org/10.1103/PhysRevSTPER.8.020104 (accessed 10 October 2024).
MLA Format
Henderson, Charles, Melissa Dancy, and Magdalena Niewiadomska-Bugaj. "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?." Phys. Rev. ST Phys. Educ. Res. 8.2 (2012): 020104. 10 Oct. 2024 <https://doi.org/10.1103/PhysRevSTPER.8.020104>.
BibTeX Export Format
@article{
Author = "Charles Henderson and Melissa Dancy and Magdalena Niewiadomska-Bugaj",
Title = {Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {8},
Number = {2},
Pages = {020104},
Month = {July},
Year = {2012}
}
Refer Export Format
%A Charles Henderson %A Melissa Dancy %A Magdalena Niewiadomska-Bugaj %T Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 2 %D July 31, 2012 %P 020104 %U https://doi.org/10.1103/PhysRevSTPER.8.020104 %O text/html
EndNote Export Format
%0 Journal Article %A Henderson, Charles %A Dancy, Melissa %A Niewiadomska-Bugaj, Magdalena %D July 31, 2012 %T Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 2 %P 020104 %8 July 31, 2012 %U https://doi.org/10.1103/PhysRevSTPER.8.020104 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?:
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