東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching beliefs and instructional p...

Rice, Laura Lea.

FindBook

Google Book

Amazon

博客來

Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities./
作者:	Rice, Laura Lea.
面頁冊數:	230 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730676
ISBN:	9781339169644

Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities.
Rice, Laura Lea.

Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities. - 230 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2015.

Recent research has raised doubts about the quality of undergraduate teaching in the United States. Quality post-secondary education becomes more and more critical to both national competitiveness and the development of a robust agricultural economy. There is a continual need for productive research on effective teaching. To ensure undergraduate students are receiving the quality of education needed to be competitive in our global society, colleges of agricultural sciences must constantly advance their education and scholarship. The purpose of the research study was to investigate links between post-secondary agricultural sciences faculty espoused teaching theories and their teaching practice. The research study allowed for researchers to better understand how university academics learn to teach to improve post-secondary agriculture education. The research study compared two leading agricultural science post-secondary institutions on the approaches to teaching of identified excellent teachers. The study employed a multiple case--study approach utilizing a basic qualitative design to frame their one-on-one structured interview research methods. The results were discovered through in-depth analysis for rich description expressing the faculty member's beliefs they hold about their teaching. Findings revealed lecture as the dominant teaching method currently in use by faculty at one university, and lecture with integrated active learning techniques was the dominant teaching method at the other university. Data revealed current teaching strategies were influenced by prior educational experiences; however, there was very little exposure to instruction in teaching methods. Although faculty at both institutions had received very little training in teaching, all felt confident in their ability to teach. Findings revealed the teaching beliefs and philosophies of interviewed faculty were well established; however, faculty at one university were aware the practices used in the classroom did not necessarily align. The teaching practices of the other faculty aligned with their teaching beliefs and stated philosophies. Faculty interviewed agreed class size, time, and budgetary constraints affect the teaching method employed as different constraints that limit employing some of their philosophical beliefs in the classroom. More empirical studies are needed for researchers to build better understanding about which belief affects which action, and subsequently how to address or change teachers' beliefs. Future research should refer to student ratings of teaching effectiveness to compare longitudinally.

ISBN: 9781339169644Subjects--Topical Terms:

641065
Higher education.

Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities.
LDR:03622nmm a2200313 4500 001 2067056
005 20160321080126.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339169644
035 $a (MiAaPQ)AAI3730676
035 $a AAI3730676
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rice, Laura Lea. $3 3181913
245 1 0 $a Teaching beliefs and instructional practices of award-winning faculty at two agricultural universities.
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Advisers: Daniel D. Foster; Edgar P. Yoder.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2015.
520 $a Recent research has raised doubts about the quality of undergraduate teaching in the United States. Quality post-secondary education becomes more and more critical to both national competitiveness and the development of a robust agricultural economy. There is a continual need for productive research on effective teaching. To ensure undergraduate students are receiving the quality of education needed to be competitive in our global society, colleges of agricultural sciences must constantly advance their education and scholarship. The purpose of the research study was to investigate links between post-secondary agricultural sciences faculty espoused teaching theories and their teaching practice. The research study allowed for researchers to better understand how university academics learn to teach to improve post-secondary agriculture education. The research study compared two leading agricultural science post-secondary institutions on the approaches to teaching of identified excellent teachers. The study employed a multiple case--study approach utilizing a basic qualitative design to frame their one-on-one structured interview research methods. The results were discovered through in-depth analysis for rich description expressing the faculty member's beliefs they hold about their teaching. Findings revealed lecture as the dominant teaching method currently in use by faculty at one university, and lecture with integrated active learning techniques was the dominant teaching method at the other university. Data revealed current teaching strategies were influenced by prior educational experiences; however, there was very little exposure to instruction in teaching methods. Although faculty at both institutions had received very little training in teaching, all felt confident in their ability to teach. Findings revealed the teaching beliefs and philosophies of interviewed faculty were well established; however, faculty at one university were aware the practices used in the classroom did not necessarily align. The teaching practices of the other faculty aligned with their teaching beliefs and stated philosophies. Faculty interviewed agreed class size, time, and budgetary constraints affect the teaching method employed as different constraints that limit employing some of their philosophical beliefs in the classroom. More empirical studies are needed for researchers to build better understanding about which belief affects which action, and subsequently how to address or change teachers' beliefs. Future research should refer to student ratings of teaching effectiveness to compare longitudinally.
590 $a School code: 0176.
650 4 $a Higher education. $3 641065
650 4 $a Pedagogy. $3 2122828
650 4 $a Vocational education. $3 539232
650 4 $a Agricultural education. $3 612126
650 4 $a Agricultural economics. $3 3172150
690 $a 0745
690 $a 0456
690 $a 0747
690 $a 0517
690 $a 0503
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 0176
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730676