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ERIC Number: ED632014
Record Type: Non-Journal
Publication Date: 2022
Pages: 137
Abstractor: As Provided
ISBN: 979-8-3719-8036-6
ISSN: N/A
EISSN: N/A
Available Date: N/A
Changing the Way We Teach: A Look inside the Post-AB 705 Introductory Transfer-Level Math Classroom
Polakoski, Rachel Joy
ProQuest LLC, Ed.D. Dissertation, San Diego State University
This qualitative research study sought to help community colleges aid math faculty in making a transformation in their teaching practices. The research questions were: (a) What did it take for faculty to change their teaching style from traditional lecture-based instruction to one that incorporates low-stakes collaborative practice, just-in-time remediation, and attending to the affective domain?; and (b) What can institutions do to support this change? At a single site, a large, public, 2-year institution in southern California, participants in this study were both full-time and part-time faculty members who used identified instructional strategies on a regular basis in introductory transfer-level math classes. Focus groups and individual interviews identified barriers, inspiration, and support for faculty to change their teaching practices. This study found creating a disorienting dilemma to challenge faculty mindsets and then providing peer-to-peer support and a space for faculty to engage in low-stakes, collaborative practice around new teaching strategies, are important steps for faculty transformation. External incentives, such as financial stipends or resources and training, also played an influential role. Institutions and leaders can inspire and support change among their faculty by: (a) lowering barriers to change, such as lack of class time or lack of teaching resources; (b) creating and funding communities of practice and professional development; and (c) aiding part-time faculty in navigating college processes and barriers while also honoring their limited time with financial and resource support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A