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written by Joseph Ferrare and Matthew T. Hora
While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by undergraduate math and science faculty. To examine these cultural models of teaching and learning we use thematic analysis, clustering, scaling, and graphing techniques to analyze interview transcripts and classroom observation data among 41 undergraduate math and science instructors across three universities in the United States. We then focus on three individual cases of instructors to examine how their cultural models interact with other cultural models, existing forms of teaching practice, and features of instructional environments to shape their teaching practices. The article concludes by setting forth an agenda for future research and arguing that the "cultures of teaching" in these disciplines should not only be perceived as barriers but also opportunities for meaningful pedagogical innovation.
The Journal of Higher Education: Volume 85, Issue 6, Pages 792-825
Subjects Levels Resource Types
Education - Basic Research
- Societal Issues
= Cultural Issues
- Teacher Characteristics
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Article
= Research study
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© 2014 Taylor and Francis
Record Creator:
Metadata instance created June 25, 2018 by Bruce Mason
Record Updated:
June 25, 2018 by Bruce Mason
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when Cataloged:
November 1, 2014
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Record Link
AIP Format
J. Ferrare and M. Hora, J. Higher Educ. 85 (6), 792 (2014), WWW Document, (https://doi.org/10.1080/00221546.2014.11777348).
AJP/PRST-PER
J. Ferrare and M. Hora, Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations, J. Higher Educ. 85 (6), 792 (2014), <https://doi.org/10.1080/00221546.2014.11777348>.
APA Format
Ferrare, J., & Hora, M. (2014, November 1). Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations. J. Higher Educ., 85(6), 792-825. Retrieved May 28, 2020, from https://doi.org/10.1080/00221546.2014.11777348
Chicago Format
Ferrare, Joseph, and Matthew T. Hora. "Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations." J. Higher Educ. 85, no. 6, (November 1, 2014): 792-825, https://doi.org/10.1080/00221546.2014.11777348 (accessed 28 May 2020).
MLA Format
Ferrare, Joseph, and Matthew T. Hora. "Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations." J. Higher Educ. 85.6 (2014): 792-825. 28 May 2020 <https://doi.org/10.1080/00221546.2014.11777348>.
BibTeX Export Format
@article{ Author = "Joseph Ferrare and Matthew T. Hora", Title = {Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations}, Journal = {J. Higher Educ.}, Volume = {85}, Number = {6}, Pages = {792-825}, Month = {November}, Year = {2014} }
Refer Export Format

%A Joseph Ferrare
%A Matthew T. Hora
%T Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations
%J J. Higher Educ.
%V 85
%N 6
%D November 1, 2014
%P 792-825
%U https://doi.org/10.1080/00221546.2014.11777348
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Ferrare, Joseph
%A Hora, Matthew T.
%D November 1, 2014
%T Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations
%J J. Higher Educ.
%V 85
%N 6
%P 792-825
%8 November 1, 2014
%U https://doi.org/10.1080/00221546.2014.11777348


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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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