Stories of change: how educators change their practice

Sally Fincher; Brad Richards; Janet Finlay; Helen Sharp; Isobel Falconer

doi:10.1109/FIE.2012.6462317

Stories of change: how educators change their practice

Sally Fincher, Brad Richards, Janet Finlay, Helen Sharp, Isobel Falconer

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

12 Citations (Scopus)

Abstract

Innovative tools and teaching practices often fail to be adopted by educators in the field, despite evidence of their effectiveness. Nai¨ve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around.

Original language	English
Title of host publication	Frontiers in Education Conference (FIE), 2012
Publisher	IEEE
Pages	1-6
Number of pages	6
ISBN (Print)	978-1-4673-1353-7
DOIs	https://doi.org/10.1109/FIE.2012.6462317
Publication status	Published - 2012
Event	ASEE/IEEE Frontiers in Education Conference - Seattle, United States Duration: 3 Oct 2012 → 6 Oct 2012

Conference

Conference	ASEE/IEEE Frontiers in Education Conference
Country/Territory	United States
City	Seattle
Period	3/10/12 → 6/10/12

Keywords

teaching practices
innovation
education research

Documents and Links

10.1109/FIE.2012.6462317

Cite this

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title = "Stories of change: how educators change their practice",

abstract = "Innovative tools and teaching practices often fail to be adopted by educators in the field, despite evidence of their effectiveness. Nai¨ve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around.",

keywords = "teaching practices, innovation, education research",

author = "Sally Fincher and Brad Richards and Janet Finlay and Helen Sharp and Isobel Falconer",

year = "2012",

doi = "10.1109/FIE.2012.6462317",

language = "English",

isbn = "978-1-4673-1353-7 ",

pages = "1--6",

booktitle = "Frontiers in Education Conference (FIE), 2012",

publisher = "IEEE",

address = "United States",

note = "ASEE/IEEE Frontiers in Education Conference ; Conference date: 03-10-2012 Through 06-10-2012",

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TY - GEN

T1 - Stories of change: how educators change their practice

AU - Fincher, Sally

AU - Richards, Brad

AU - Finlay, Janet

AU - Sharp, Helen

AU - Falconer, Isobel

PY - 2012

Y1 - 2012

N2 - Innovative tools and teaching practices often fail to be adopted by educators in the field, despite evidence of their effectiveness. Nai¨ve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around.

AB - Innovative tools and teaching practices often fail to be adopted by educators in the field, despite evidence of their effectiveness. Nai¨ve models of educational change assume this lack of adoption arises from failure to properly disseminate promising work, but evidence suggests that dissemination via publication is simply not effective. Instead of studying the adoption or rejection of a particular intervention, this paper turns the problem around.

KW - teaching practices

KW - innovation

KW - education research

U2 - 10.1109/FIE.2012.6462317

DO - 10.1109/FIE.2012.6462317

M3 - Conference contribution

SN - 978-1-4673-1353-7

SP - 1

EP - 6

BT - Frontiers in Education Conference (FIE), 2012

PB - IEEE

T2 - ASEE/IEEE Frontiers in Education Conference

Y2 - 3 October 2012 through 6 October 2012

ER -

Stories of change: how educators change their practice

Abstract

Conference

Keywords

Documents and Links

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Cite this