Supporting instructional change in mathematics: using social network analysis to understand online support processes following professional development workshops.

ABSTRACT:

Background

Studies continually show benefits of active learning in college classrooms, yet it is difficult to get faculty to adopt these methods. Particularly challenging is the final step of the instructional change process, "refreezing," when after making initial changes in instructional methods, instructors decide whether to continue with new instructional methods or return to their previous methods. Though this stage is important, it is not well studied. Most available studies about ongoing support following professional development on teaching merely state that facilitators made an effort to offer support, or report how frequently participants engaged with online support mechanisms through counting postings on listservs or message boards. Such measures do not show evidence tha

SUBMITTER: Hayward CN 

PROVIDER: S-EPMC6310432 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature