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A model of peer effects on instructor innovation adoption

机译：对教练创新采用的同伴效应模型

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A considerable body of evidence demonstrates that active, student-centered instructional practices are more effective than lecture-based, transmissionist approaches in improving undergraduate STEM learning. Despite this evidence and extensive reform initiatives, the majority of STEM instructors continue to teach didactically. Awareness of teaching innovations is widespread in some STEM disciplines, and instructors report trying new instructional approaches, yet the majority of them fail to continue using active learning strategies. Recent work suggests that the decision to experiment with and persist in using a teaching innovation is influenced more by instructors’ perceived supports (e.g., access to curricular resources, supportive colleagues, positive departmental climate toward teaching) than perceived barriers. This commentary expands on the notion that the instructional decision-making process is personal and influenced by both individual and contextual factors to explicitly model the potential mechanisms by which peers encourage or discourage adoption of teaching innovations. We also discuss implications of this work for future research. We hope that this model will be helpful for work related to increasing the prevalence of active, student-centered instruction in undergraduate STEM.
机译：相当大的证据表明，积极的学生为中心的教学实践比基于讲座的传播者在改善本科生词学习的方法中更有效。尽管有这种证据和广泛的改革举措，但大多数词干教练继续教学。对教学创新的认识在一些词干学科中是普遍的，教师报告了尝试新的教学方法，但其中大多数未能继续使用积极的学习策略。最近的工作表明，通过教师的感知支持，决定进行实验和坚持使用教学创新的影响（例如，获取课外资源，支持性同事，积极部门气候对教学的积极部门气候）的影响更多。该评论扩展了指导决策过程是个人和背景因素的个人和影响，以明确模拟同行鼓励或劝阻采用教学创新的潜在机制。我们还讨论了这项工作对未来研究的影响。我们希望这一模型对与提高本科生词干中活跃的学生中心指导的普遍性相关的工作有所帮助。

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