Individual Difference Theory in Faculty Development: What Faculty Developers Should Know about Style
Russian Language Journal, Vol: 55, Issue: 1
2005
- 33Usage
- 2Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage33
- Downloads27
- Abstract Views6
- Captures2
- Readers2
Article Description
Over the past three decades and more, growing attention has been paid to the need to tailor instruction to meet the differing learning and affective styles of students. However, little has been written about doing the same for faculty.Typically, the purpose of faculty development is to empower new and experienced teachers by providing information, enhancing self-confidence, and developing attitudes and beliefs favorable to effective teaching. Such empowerment usually requires teachers to change their teaching behaviors— and change does not come automatically or identically to all teachers. Rather, “teachers change in areas [in which] they are already primed to change, and this priming depends on their individual characteristics and prior experiences” (Pennington 1996, 340).
Bibliographic Details
Brigham Young University Harold B. Lee Library
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