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A SCIENCE FACULTY MOTIVATION ANALYSIS TO ADOPT EVIDENCE-BASED TEACHING

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dc.contributor.advisor Gardner, Grant
dc.contributor.author Carroll, Penny
dc.date.accessioned 2019-10-07T12:44:40Z
dc.date.available 2019-10-07T12:44:40Z
dc.date.issued 2019
dc.identifier.uri https://jewlscholar.mtsu.edu/handle/mtsu/6064
dc.description.abstract The most common teaching practice in America’s universities is lecturing and this study investigated faculty reasons for continuing this practice in their particular departmental contexts. This study examined data from faculty surveys, interviews, classroom observations and departmental artifacts using the expectancy-value theory as an analytical framework for understanding faculty motivational components to adopt evidence-based teaching. Some key expectancies and values identified in this study included class size, the need for credible evidence, department communication, department teaching expectations, and achieving tenure. This work also updated previous EVT models by identifying new expectancies and values to consider when working at a local level with faculty. This study proposes a new professional development model for future use when working with faculty on the research-to-practice gap issues.
dc.publisher Middle Tennessee State University
dc.subject Science education
dc.subject Biology
dc.subject Education
dc.title A SCIENCE FACULTY MOTIVATION ANALYSIS TO ADOPT EVIDENCE-BASED TEACHING
dc.date.updated 2019-10-07T12:44:40Z
dc.language.rfc3066 en
dc.contributor.committeemember Brinthaupt, Tom
dc.contributor.committeemember Grinath, Anna
dc.contributor.committeemember Bleiler-Baxter, Sarah
dc.contributor.committeemember Seipelt-Thiemann, Rebecca
dc.thesis.degreelevel doctoral
dc.thesis.degreegrantor Middle Tennessee State University
dc.description.degree Ph.D.
dc.contributor.department Basic & Applied Sciences en_US


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