Title page for ETD etd-4250922109653260


Type of Document Dissertation
Author Bavaro, M. Tina
Author's Email Address drtbavaro@bigpond.com
URN etd-4250922109653260
Title Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning Environment.
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Magliaro, Susan G. Committee Chair
Burton, John K. Committee Member
Dodi, Norman R. Committee Member
Taylor, C. David Committee Member
Wildman, Terry M. Committee Member
Keywords
  • Engineering Education
Date of Defense 1996-08-02
Availability unrestricted
Abstract
Teacher change is about moving from thought, feelings and an

understanding of teaching and learning into action and practice

(Fullan, 1982). This naturalistic case study describes the initial

phases of the teacher change process resulting from the implementation

of a restructured undergraduate statics engineering course. The

investigation focused on the broad research question of what happens

when an educator undertakes the teacher change process to allow

himself to move away from what is familiar and known (i.e., the

traditional pedagogy) into an unknown, new pedagogy.

More specifically, the three research questions investigated by this

study were : (a) what were the teacher's intentions for changing his

pedagogy? (b) what were the actual teaching events over the course of

the semester? (c) what were the participant's (i.e., the instructor,

students, undergraduate teaching assistant and researchers)

perceptions of the pedagogical change? The collection and analysis of

the data occurred simultaneously throughout the Fall semester of 1995,

and continued into April 1996. Data were collected from transcribed

audio recordings of interviews with the instructor, selected students

and the undergraduate teaching assistant,written field notes from

observations, questionnaires, electronic mail exchanges, student

minute papers, and other documents. The data were summarized and coded

according to recurring words, phrases, sentences and paragraphs about

the instructor's intent for his change in pedagogy, then

organized into categories of three change foci : (a) experiential

learning, (b) cooperative learning, and (c) interactive multimedia in

order to correspond with his intent for the new statics learning

environment. Data were displayed in charts and tables to determine

issues related to change. The results of this study are presented in

terms of a descriptive analysis of the initial teacher change process

portrayed through the "multiple realities" of the participants who

experienced the pedagogical change. Three issues were evident : (a)

the problem of the simultaneous introduction of three new innovations

(experiential, cooperative learning and the interactive multimedia),

(b) the frustrations of the teacher change process,

and (c) difficulties of a paradigm shift in pedagogy when the

instructor commences to relinquish control in the new learning

environment. Articulation of these issues helps to increase our

understanding of the teacher change process and the need to enact

change over time. Moreover, lessons learned from this study can serve

as guidelines for future researchers in their efforts to study the

change process. This study increases our understanding of the teacher

change process particularly when one undertakes a paradigm shift in

pedagogy.

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