Understanding Faculty Reluctance to Assess Teaching and Learning: A Social Psychological Perspective

Empirical Research in Teaching and Learning: Contributions from Social Psychology

Volumn , Issue , 2011, Pages 143-159

  Dunn, Dana S ^a   McCarthy, Maureen A ^b   Baker, Suzanne C ^c   Halonen, Jane S ^d   Boyer, Stacy ^a  

^a MORAVIAN COLLEGE   (United States)

^b KENNESAW STATE UNIVERSITY   (United States)

^c JAMES MADISON UNIVERSITY   (United States)

^d UNIVERSITY OF WEST FLORIDA   (United States)

Author keywords

Academic freedom, latitude for teaching on intellectual issues in american higher education; Administrators and chairpersons faculty members, directly involved in assessment plans; Assessment, evaluation apprehension and social psychology; Assessment, quality teaching and learning undergraduate level, not universally embraced; Constructive persuasion, and faculty autonomy opening minds to assessment; Evaluation apprehension faculty response to assessment; Faculty reluctance, in embracing assessment social psychological theory to teaching side of student learning; Reactance reactions and consequences aggression, inhibiting real or perceived freedom; Reactance theory, theories in social psychology freedom to act, being a beneficial state; Understanding faculty reluctance in assessing teaching and learning, a social psychological perspective

Indexed keywords

EID: 84873429263     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781444395341.ch9     Document Type: Chapter

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