3Joseph J Ferrare
1G Deangelo
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Analyses of postsecondary teaching are limited by overly blunt measures that focus on regularly used teaching methods (e.g., lecturing) while ignoring other important dimensions of classroom practice. This is important because these flawed measures of teaching are being used as a central feature of the national discourse on science and math education. In(More)
Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about(More)
researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by(More)
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