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首页> 外文学位 >Personal and organizational factors that enhance or constrain faculty implementation of team activities in their classes.
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Personal and organizational factors that enhance or constrain faculty implementation of team activities in their classes.

机译：个人因素和组织因素会增强或限制教师在课堂上开展团队活动的能力。

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摘要

New accreditation standards from the Accreditation Board for Engineering and Technology strongly recommend engineering schools add project-based team learning to the engineering curriculum to prepare students to work on multi-disciplinary project teams. Consequently, engineering administrators are currently facing the challenge of encouraging faculty to use teaching methods that incorporate team activities. One purpose of this study, therefore, is to provide administrators who wish to encourage faculty to use team-based teaching methods with information about what enhances or constrains faculty members' willingness and ability to implement team activities in their classes. Another purpose is to develop grounded theory about why faculty do---or do not---change their teaching methods.; Grounded theory was selected as the primary approach to investigate this issue because previous research has not identified the factors involved in faculty members' decisions to change teaching methods, and few theories are available to explain the teaching behaviors of research university professors. The grounded theory approach follows systematic procedures to inductively develop a theory grounded in the data surrounding a phenomenon. The result is a set of hypotheses or propositions that may be tested with a different or larger population. A survey questionnaire was selected as the second approach in this study to see if what was learned from the grounded theory study held true for a larger population of engineering professors.; Four theoretical constructs---Previous Experience, Time Constraints, Resource Accessibility, and Employment Security---emerged from the qualitative data and became the focus of multiple logistic regression analyses of the responses from the survey. The results from the analyses confirmed that Previous Experience with team activities, whether successful or unsuccessful, Previous Training on team activities, and Time Constraints were all significantly related to the use of team activities by these research university professors. Resource Accessibility and Employment Security were not significantly related to the use of team activities in this study.
机译：工程技术认证委员会的新认证标准强烈建议工程学校在工程课程中增加基于项目的团队学习，以使学生为跨学科项目团队的工作做好准备。因此，工程管理人员目前面临鼓励教师使用结合团队活动的教学方法的挑战。因此，本研究的目的之一是为希望鼓励教师使用基于团队的教学方法的管理人员提供有关增强或限制教师在课堂上实施团队活动的意愿和能力的信息。另一个目的是发展关于教师为什么改变（或不改变）教学方法的扎实理论。选择扎根理论作为研究此问题的主要方法，因为先前的研究尚未发现教职员工改变教学方法的决定所涉及的因素，并且很少有理论可用于解释研究型大学教授的教学行为。扎根的理论方法遵循系统的程序，以归纳开发基于现象数据的理论。结果是可以用不同或更大的总体检验的一组假设或命题。选择调查问卷作为本研究的第二种方法，以查看从扎根理论研究中学到的知识是否适用于更多的工程教授。定性数据产生了四个理论构架-先前的经验，时间限制，资源可及性和就业保障-并成为对调查回答进行多元逻辑回归分析的重点。分析的结果证实，先前的团队活动经验（无论成功与否），先前的团队活动培训和时间限制都与这些研究型大学教授对团队活动的使用密切相关。在这项研究中，资源可及性和就业安全与团队活动的使用没有显着相关。

著录项

  • 作者

    Moskalski, Norene Marie.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Administration.; Education Teacher Training.; Engineering General.; Education Higher.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教师;工程基础科学;高等教育;
  • 关键词

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