Green, Timothy; Bernard, Hinsdale; Rutledge, Valerie
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol.
Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.
Education; Higher; Learning
Education | Educational Methods
xii, 96 leaves
Samaroo, Selwyn, "An investigation into the practicality and applicability of the pendandragogic framework: a case study of faculty attitude toward a learner-centered model of teaching and learning at a university in the southern United States" (2012). Masters Theses and Doctoral Dissertations.