A Culture of Teaching: Policy, Perception, and Practice in Higher Education
A Culture of Teaching: Policy, Perception, and Practice in Higher Education
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教学文化：高等教育的政策、观念和实践
DOI：
10.1007/s11162-011-9223-6
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发表时间：
2011
影响因子：
2.1
通讯作者：
P. Terenzini
中科院分区：
文献类型：
--
作者：
Bradley E. Cox;Kadian L. McIntosh;R. Reason;P. Terenzini
为了确定培养机构“教学文化”或鼓励使用有效教学法的政策，本研究使用来自 45 个机构的 5,612 名教职员工的数据来检验机构政策与教职员工对教学的看法和实践之间的联系。一系列多层次模型表明，学术政策变量与教师的看法或实践之间的关系很小且通常不显着。相反，传统的制度特征，例如选择性和卡内基分类，似乎是更具影响力的因素。
In an effort to identify policies that foster an institutional “culture of teaching,” or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members’ perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.