Comments on: Spreading great ideas in teaching: How does change happen? http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/ science education, communication, and myths Thu, 11 Mar 2010 21:58:49 +0000 http://wordpress.org/?v=2.9.1 hourly 1 By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1148 sciencegeekgirl Tue, 24 Mar 2009 17:12:26 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1148 Here is a blog post from Derek Bruff about a recent article applying Rogers' concepts of diffusion of innovations to clicker use! http://derekbruff.com/teachingwithcrs/?p=143 Here is a blog post from Derek Bruff about a recent article applying Rogers’ concepts of diffusion of innovations to clicker use!

http://derekbruff.com/teachingwithcrs/?p=143

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1147 sciencegeekgirl Tue, 24 Mar 2009 03:57:47 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1147 <blockquote><p> “Revitalizing Undergraduate Science: Why Some Things Work and Most Don’t” by Sheila Tobias</p> </blockquote> Yes - that is a wonderful book! I'll put a link to it in the post.

“Revitalizing Undergraduate Science: Why Some Things Work and Most Don’t” by Sheila Tobias

Yes – that is a wonderful book! I’ll put a link to it in the post.

]]> By: Robert http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1146 Robert Tue, 24 Mar 2009 03:16:11 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1146 Another reference that I have found useful is the book "Revitalizing Undergraduate Science: Why Some Things Work and Most Don't" by Sheila Tobias, Research Corporation, 1992. Yes, 1992 - back when Mazur was doing peer instruction via show-of-hands (Chapter 8.) The basic structural issues have not changed very much since then. Another reference that I have found useful is the book “Revitalizing Undergraduate Science: Why Some Things Work and Most Don’t” by Sheila Tobias, Research Corporation, 1992. Yes, 1992 – back when Mazur was doing peer instruction via show-of-hands (Chapter 8.) The basic structural issues have not changed very much since then.

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1137 sciencegeekgirl Mon, 23 Mar 2009 17:51:09 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1137 <blockquote><p>You might want to check out this article: Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics</p> </blockquote> Thanks for the direct link and comments, Maria! That article was one of the ones I was directing people to in the reference to Henderson and Dancy's work in the post. It's very interesting stuff. Please, feel free to share any of the highlights from your own dissertation (or if you'd like to share a substantial chunk, I welcome guest bloggers!)

You might want to check out this article: Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics

Thanks for the direct link and comments, Maria! That article was one of the ones I was directing people to in the reference to Henderson and Dancy’s work in the post. It’s very interesting stuff. Please, feel free to share any of the highlights from your own dissertation (or if you’d like to share a substantial chunk, I welcome guest bloggers!)

]]> By: Maria H. Andersen http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1136 Maria H. Andersen Mon, 23 Mar 2009 17:04:22 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1136 You might want to check out this article: Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics The article focuses on the Physics Education community, but is based on Innovations Theory and is good research applicable to all sciences (and, I think, math too). My dissertation topic is on diffusion of innovations in mathematics (just re-read Rogers' tome myself). Find it here: http://homepages.wmich.edu/~chenders/Publications/HendersonPRST2007Barriers.pdf You might want to check out this article: Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics

The article focuses on the Physics Education community, but is based on Innovations Theory and is good research applicable to all sciences (and, I think, math too).

My dissertation topic is on diffusion of innovations in mathematics (just re-read Rogers’ tome myself).

Find it here: http://homepages.wmich.edu/~chenders/Publications/HendersonPRST2007Barriers.pdf

]]> By: Article: Freeman, Bell, Comerton-Forder, Pickering, & Blayney (2007) http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1135 Article: Freeman, Bell, Comerton-Forder, Pickering, & Blayney (2007) Mon, 23 Mar 2009 16:39:58 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1135 [...] I just read a great post by Stephanie Chasteen exploring Rogers’ model of diffusion of innovation.  She discusses how the factors mentioned [...] [...] I just read a great post by Stephanie Chasteen exploring Rogers’ model of diffusion of innovation.  She discusses how the factors mentioned [...]

]]> By: Why do some innovations “take” and others don’t? « think twice http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1090 Why do some innovations “take” and others don’t? « think twice Wed, 18 Mar 2009 17:24:14 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1090 [...] Spreading great ideas in teaching: How does change happen? [...] [...] Spreading great ideas in teaching: How does change happen? [...]

]]> By: M C Smith http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1084 M C Smith Wed, 18 Mar 2009 00:35:38 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1084 Rearranging the final 4 aspects of innovation you describe yields the acronym, COST. Reminds me that educational innovations come at some cost -- but sometimes these costs are indeed worthwile. Rearranging the final 4 aspects of innovation you describe yields the acronym, COST. Reminds me that educational innovations come at some cost — but sometimes these costs are indeed worthwile.

]]> By: sciencegeekgirl » The burden of proof: What does education research really tell us? http://blog.sciencegeekgirl.com/2009/03/17/how-does-change-happen-attributes-of-innovation-and-rates-of-adoption/comment-page-1/#comment-1081 sciencegeekgirl » The burden of proof: What does education research really tell us? Tue, 17 Mar 2009 19:07:17 +0000 http://blog.sciencegeekgirl.com/?p=574#comment-1081 [...] I’ve just posted a new article about how educational innovations do (and don’t) spread around. Do active learning [...] [...] I’ve just posted a new article about how educational innovations do (and don’t) spread around. Do active learning [...]

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