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Table 3 List of frameworks related to faculty decision-making and use of EBIPs

From: The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

  Framework name Foci
Lattuca & Pollard, 2016 Model of faculty decision-making about curricular and instructional change Model includes external, internal, and individual influences that affect faculty motivation and, in turn, their decision to use EBIPs
Austin, 2011 A systems approach to understanding faculty members’ teaching-related decisions The concentric circles of this model feature external context, institution, college/department, and the faculty member upon which reward systems, PD, leadership, and work allocation act
Buehl & Beck, 2014 Relationship between teachers’ beliefs and practices in a system of internal and external supports and hindrances This K-12 model shows the relationships between teacher beliefs and practices couched within a variety of external and internal supports and hindrances including national and state level factors, district and school factors, classroom factors, and teacher beliefs, experience, and self-awareness/reflection
Andrews & Lemons, 2015 Innovation-decision making model Innovation-decision model of higher education biology instructors explaining how instructors adopt, sustain, and improve their implementation of pedagogical innovations
Woodbury & Gess-Newsome, 2002 TCSR Model for a college classroom Model includes contextual and personal factors affecting teacher thinking and practice, which affects implementation of classroom reform
Gess-Newsome, Southerland, Johnston, & Woodbury, 2003 Interventions, dissatisfactions, and changes in personal practical theories as influences on the enactment of reform Model showing key interventions, dissatisfactions, changes in personal practical theories, and dense versus porous contextual barriers that may lead to changed instructional practice
Rogers, 2003 Innovation-decision model Model of faculty decision-making that shows such decisions occur over time in five stages: (1) knowledge about the innovation, (2) persuasion about the benefits of the innovation, (3) decision to use the innovation, (4) implementation of the innovation, and (5) confirmation of continued implementation of the innovation