Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms

We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA i...

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Autores principales:	Jon D. H. Gaffney, Amy L. Housley Gaffney, Robert J. Beichner
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2010
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/970b96d865574c01803f2964112370f6
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spelling	oai:doaj.org-article:970b96d865574c01803f2964112370f62021-12-02T13:22:06ZDo they see it coming? Using expectancy violation to gauge the success of pedagogical reforms1554-9178https://doaj.org/article/970b96d865574c01803f2964112370f62010-02-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.6.010102https://doaj.org/toc/1554-9178We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students’ initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students’ expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course.Jon D. H. GaffneyAmy L. Housley GaffneyRobert J. BeichnerAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 6, Iss 1 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Jon D. H. Gaffney Amy L. Housley Gaffney Robert J. Beichner Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
description	We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students’ initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students’ expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course.
format	article
author	Jon D. H. Gaffney Amy L. Housley Gaffney Robert J. Beichner
author_facet	Jon D. H. Gaffney Amy L. Housley Gaffney Robert J. Beichner
author_sort	Jon D. H. Gaffney
title	Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
title_short	Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
title_full	Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
title_fullStr	Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
title_full_unstemmed	Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
title_sort	do they see it coming? using expectancy violation to gauge the success of pedagogical reforms
publisher	American Physical Society
publishDate	2010
url	https://doaj.org/article/970b96d865574c01803f2964112370f6
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Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms

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