Document Type

Presentation

Publication Date

August 2018

Publication Title

American Association of Physics Teachers

DOI

10.1119/perc.2018.pr.Quan

Disciplines

Educational Assessment, Evaluation, and Research

Abstract

Research on institutional change says that effective change agents are able to flexibly reason with multipleperspectives on change, depending on their local context and their goals. However, little is known about whatthis flexible reasoning looks like. In this exploratory work, we conducted and analyzed interviews in whichfaculty discussed departmental change. This work is part of an ongoing study to understand how to supportdepartmental change through Departmental Action Teams (DATs). Our preliminary analyses suggest that facultyhave multiple context-dependent ways to reason about change. This work will lead to a better understanding ofhow productive lines of reasoning can be leveraged in faculty communities that are trying to create change.

Comments

This article was originally presented at the 2018 Physics Education Research Conference and can also be found at this link. ©2018, AAPT PERTG

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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