Espoused teaching paradigms of college faculty

The purpose of this research was to ascertain the impact of an array of variables on the espoused teaching paradigms and instructional behaviors of college faculty. The study, which was exploratory and speculative, alternately analyzed espoused teaching paradigms as independent and dependent variables. Analyses were based on data collected from a large national sample of college faculty (N = 443) spread across 163 colleges and universities and compared across four academic disciplines (English, biology, mathematics, and psychology). The results of the inquiry demonstrated gender, academic discipline, and some contextual variables to be the most significant predictors of faculty teaching paradigms. Furthermore, manifestations of teaching paradigms were explicitly reflected in the frequencies of instructional behaviors reported by the faculty surveyed. It was concluded that contingency theories of leadership offer a framework that facilitates a multivariate analysis of teaching-learning.

[1]  Kenneth A. Feldman,et al.  College students' views of male and female college teachers: Part II—Evidence from students' evaluations of their classroom teachers , 1993 .

[2]  Mervin Freedman,et al.  Academic Culture and Faculty Development , 1981 .

[3]  R. Morrill,et al.  Teaching Values in College: Facilitating Development of Ethical, Moral, and Value Awareness in Students. , 1982 .

[4]  R. Kelly,et al.  Role Preferences of Faculty in Different Age Groups and Academic Disciplines. , 1971 .

[5]  Maryellen Weimer,et al.  Teaching college: collected readings for the new instructor (magna publications , 1990 .

[6]  R. Menges,et al.  What are Your Assumptions?: Improving Instruction by Examining Theories , 1989 .

[7]  John M. Braxton,et al.  Teaching performance norms in academia , 1992 .

[8]  Patricia MacCorquodale,et al.  Gender and University Teaching: A Negotiated Difference. , 1992 .

[9]  J. S. Stark,et al.  Educational Orientations of Faculty in Liberal Arts Colleges: An Analysis of Disciplinary Differences. , 1978 .

[10]  Kenneth A. Feldman,et al.  Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? , 1988 .

[11]  J. P. Rushton,et al.  Teacher personality traits and student instructional ratings in six types of university courses , 1990 .

[12]  A. Biglan.  Relationships between subject matter characteristics and the structure and output of university departments. , 1973 .

[13]  Howard R. Pollio,et al.  Better teaching, more learning : strategies for success in postsecondary settings , 1995 .

[14]  Eric A. Suber,et al.  Peterson's guide to four-year colleges , 1985 .

[15]  K. Crittenden,et al.  Evaluating college teaching as leadership , 1975 .

[16]  James A. Perkins,et al.  The Higher Education System: Academic Organization in Cross-National Perspective , 1985 .

[17]  L. Goodwin,et al.  The Influence of Gender on University Faculty Members' Perceptions of “Good” Teaching , 1993 .

[18]  Herbert W. Marsh,et al.  The Influence of Student, Course, and Instructor Characteristics in Evaluations of University Teaching , 1980 .

[19]  Douglas T. Hall,et al.  Careers in organizations , 1977 .

[20]  Theory or Practice: What Exactly Is Feminist Pedagogy?. , 1992 .

[21]  Robert T. Blackburn,et al.  Personal Characteristics and Teaching Effectiveness of College Faculty. , 1975 .

[22]  J. C. Smart,et al.  Goal orientations of academic departments: A test of Biglan's model. , 1975 .

[23]  Zelda F. Gamson.  Utilitarian and Normative Orientations Toward Education , 1966 .

[24]  V. Vroom.  Work and motivation , 1964 .

[25]  A. Biglan.  The characteristics of subject matter in different academic areas. , 1973 .

[26]  D. Dannefer.  Adult development and social theory: A paradigmatic reappraisal. , 1984 .

[27]  Second Edition,et al.  Statistical Package for the Social Sciences , 1970 .

[28]  Elisabeth Hayes,et al.  Effective teaching styles , 1989 .

[29]  Ann E. Austin.  Faculty cultures, faculty values , 1990 .

[30]  J. Donald.  University Professors' Views of Knowledge and Validation Processes. , 1990 .

[31]  S. Clark.  The Academic Profession and Career: Perspectives and Problems. , 1986 .

[32]  Dennis Fox,et al.  Personal theories of teaching , 1983 .

[33]  Joseph Katz,et al.  Turning Professors Into Teachers: A New Approach to Faculty Development and Student Learning: , 1988 .

[34]  L. Bolman,et al.  Reframing Organizations: Artistry, Choice, and Leadership. Jossey-Bass Management Series, Social and Behavioral Science Series, and Higher and Adult Education Series. , 1991 .

[35]  Debra K. Meyer,et al.  Cognitive learning strategies and college teaching , 1991 .

[36]  T. Kuhn,et al.  The Structure of Scientific Revolutions , 1963 .

[37]  Gretchen G. Martens,et al.  Disciplinary Differences in Course Planning , 2017 .

[38]  Janice Beyer Lodahl,et al.  The Structure of Scientific Fields and the Functioning of University Graduate Departments. , 1972 .

[39]  Joan S. Stark,et al.  Faculty reflect on course planning , 1988 .

[40]  M. Rokeach,et al.  The Nature Of Human Values , 1974 .

[41]  Gordon W. Allport,et al.  Pattern and growth in personality , 1961 .

[42]  Robert T. Blackburn,et al.  Age as a Predictor of Faculty Productivity: Three Conceptual Approaches. , 1988 .

[43]  Roger G. Baldwin,et al.  The Academic Career as a Developmental Process: Implications for Higher Education. , 1981 .

[44]  J. C. Smart,et al.  Validation of the Biglan model , 1982 .

[45]  Robin R. Vallacher,et al.  Implicit Psychology: An Introduction to Social Cognition , 1977 .

[46]  Herbert W. Marsh,et al.  Class Size, Students’ Evaluations, and Instructional Effectiveness , 1979 .

[47]  J. Klüver,et al.  The Disciplinary Realisation of Cognitive Education. , 1990 .

[48]  Janet Gail Donald,et al.  Knowledge and the university curriculum , 1986 .

[49]  John C. Smart,et al.  Educational Orientations of Faculty: Assessing a Personality Model of the Academic Professions , 1976, Psychological reports.

[50]  Martin Trow,et al.  Research Activity in American Higher Education. , 1974 .

[51]  R. Blackburn.  Career phases and their influence on faculty motivation , 1982 .

[52]  James R. Davis.  Better Teaching, More Learning: Strategies for Success in Postsecondary Settings. American Council on Education Series on Higher Education. , 1993 .

[53]  E. Boyer.  A classification of institutions of higher education , 1987 .

[54]  Mary Margaret Fonow,et al.  Am I my Sister's Gatekeeper? Cautionary Tales from the Academic Hierarchy , 1984 .

[55]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .