Factors Influencing Faculty Motivation To Improve Teaching: Scenes from University Mathematics Departments. ASHE Annual Meeting Paper.

Autor/inn/en	Matney, Malinda M.; Hurtado, Sylvia; Ziskin, Mary B.
Titel	Factors Influencing Faculty Motivation To Improve Teaching: Scenes from University Mathematics Departments. ASHE Annual Meeting Paper.
Quelle	(1999), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Change Strategies; College Faculty; Curriculum Development; Curriculum Research; Educational Change; Educational Research; Educational Strategies; Higher Education; Interviews; Learning Modalities; Learning Strategies; Mathematics Education; Small Group Instruction; State Universities; Student Educational Objectives; Student Evaluation; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lösungsstrategie; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Lernumgebung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Staatliche Universität; Schulnote; Studentische Bewertung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study is grounded in a reform calculus movement funded by grants from the National Science Foundation to find ways to improve student learning in mathematics, specifically in calculus. The study examines reasons why faculty accept or reject reform calculus teaching techniques, and what they consider to be the challenges and outcomes of these techniques. Interviews were conducted with four mathematics faculty at each of three Midwestern, Research 1 public institutions--a national research institution, a land grant university, and an urban university--who were involved in teaching or in the assessment of reform calculus, as well as with administrators, institutional researchers, and faculty development specialists. Interview questions covered such topics as whether students were ready for college calculus, students' classroom behaviors, new teaching strategies, what destinations lay ahead for calculus-trained students, how well students spoke the language of mathematics, changing faculty roles and practices, how involvement in reform had affected careers, and barriers to adopting new teaching techniques. The study found that faculty who were open to reform embraced the challenges and the payback realized by getting closer to students, noting, however, that these techniques required a greater investment in time. (Contains 23 references.) (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC