The Nature and Sources of Resistance to Science Educational Innovation in Higher Education Institutions: A Comparative Ethnography

该项目正在对在三项不同类型的科学教育创新评估研究过程中收集的大量民族志访谈数据进行分析。 这包括超过1200个民族志采访的教师谁是开发和适应科学本科生，他们的同事（包括椅子的人和管理人员），教学助理，教学支持人员和本科生在44个机构的教育创新。 该研究正在从这些数据中提取和合成对高等教育中教育创新阻力的性质和来源的理解，以及更广泛地说，实现和抑制课堂创新和部门变革的条件。 在这些访谈数据的子集内和子集之间探索和比较主题，澄清了教师，学生，管理人员和其他人在科学课堂上创新所提出的问题，这项工作也揭示了这些问题如何（单独和共同）鼓励各种类型的阻力，它们对创新者的后果，以及每个问题的处理程度。

This project is conducting an analysis of a large body of ethnographic interview data that has been gathered in the course of three evaluation studies of science education innovations of different types. This includes over 1200 ethnographic interviews of faculty who were developing and adapting educational innovations for science undergraduates, their colleagues (including chair persons and administrators), teaching assistants, teaching support staff, and undergraduates at 44 institutions. The research is extracting and synthesizing from these data an understanding of the nature and sources of resistance to educational innovation in higher education, and, more broadly, the conditions that enable and inhibit classroom innovation and departmental change. Exploration and comparison of themes within and across these subsets of interview data are clarifying the issues raised by innovation in science classrooms for faculty, students, administrators and others, and the work is also uncovering how (singly and together) these issues encourage various types of resistance, their consequences for innovators, and the degree to which each issue is tractable.