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Journal of College Science Teaching
written by Matthew T. Hora and Joseph Ferrare
Analyses of postsecondary teaching are limited by overly blunt measures that focus on regularly used teaching methods (e.g., lecturing) while ignoring other important dimensions of classroom practice. This is important because these flawed measures of teaching are being used as a central feature of the national discourse on science and math education. In this article we introduce a new approach to studying postsecondary teaching that captures five distinct dimensions of teaching practice as they interact over time. Using the Teaching Dimensions Observation Protocol, we observed 58 science and math faculty teaching undergraduate courses at three large, public research universities. Results are reported by institution and discipline, with in-depth analyses of two biology instructors that reveals substantial variation between individuals who regularly lecture. Improved measures of postsecondary teaching can be used to interject more empirically sound accounts of teaching into the national debate on science and math education.
Journal of College Science Teaching: Volume 43, Issue 3, Pages 36-41
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Pedagogy
Education - Basic Research
- Assessment
= Methods
- Sample Population
= Instructor: In-service
- Lower Undergraduate
- Reference Material
= Research study
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© 2014 National Science Teachers Association
DOI:
10.2505/4/jcst14_043_03_36
Record Creator:
Metadata instance created September 9, 2016 by Madeleine Wolff
Record Updated:
September 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
January 1, 2014
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Record Link
AIP Format
M. Hora and J. Ferrare, J. Coll. Sci. Teaching 43 (3), 36 (2014), WWW Document, (https://doi.org/10.2505/4/jcst14_043_03_36).
AJP/PRST-PER
M. Hora and J. Ferrare, Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice, J. Coll. Sci. Teaching 43 (3), 36 (2014), <https://doi.org/10.2505/4/jcst14_043_03_36>.
APA Format
Hora, M., & Ferrare, J. (2014, January 1). Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice. J. Coll. Sci. Teaching, 43(3), 36-41. Retrieved October 30, 2020, from https://doi.org/10.2505/4/jcst14_043_03_36
Chicago Format
Hora, Matthew T., and Joseph Ferrare. "Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice." J. Coll. Sci. Teaching. 43, no. 3, (January 1, 2014): 36-41, https://doi.org/10.2505/4/jcst14_043_03_36 (accessed 30 October 2020).
MLA Format
Hora, Matthew T., and Joseph Ferrare. "Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice." J. Coll. Sci. Teaching 43.3 (2014): 36-41. 30 Oct. 2020 <https://doi.org/10.2505/4/jcst14_043_03_36>.
BibTeX Export Format
@article{ Author = "Matthew T. Hora and Joseph Ferrare", Title = {Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice}, Journal = {J. Coll. Sci. Teaching}, Volume = {43}, Number = {3}, Pages = {36-41}, Month = {January}, Year = {2014} }
Refer Export Format

%A Matthew T. Hora
%A Joseph Ferrare
%T Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice
%J J. Coll. Sci. Teaching
%V 43
%N 3
%D January 1, 2014
%P 36-41
%U https://doi.org/10.2505/4/jcst14_043_03_36
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hora, Matthew T.
%A Ferrare, Joseph
%D January 1, 2014
%T Remeasuring Postsecondary Teaching: How Singular Categories of Instruction Obscure the Multiple Dimensions of Classroom Practice
%J J. Coll. Sci. Teaching
%V 43
%N 3
%P 36-41
%8 January 1, 2014
%U https://doi.org/10.2505/4/jcst14_043_03_36


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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.

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