Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

323 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011, background): “Gess-Newsome et al. (2003) find that faculty who are most able to recognize a ‘‘mismatch between personal beliefs and practices’’ were more likely to find ‘‘pedagogical dissatisfaction’’ (p. 762).”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “Individual influences Practical theories are complex, conceptual, and belief networks that constrain faculty’s instructional practices (Feldman 2000; Gess-Newsome et al. 2003).”
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “As a result, teachers are likely to influence the context of their practice as much as other aspects of that context impact what teachers think and what they do (Gess-Newsome et al., 2003).”