What question did this study set out to answer?

This study investigates the factors that affect the implementation of classroom reform in college science teaching.

Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching

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Qualitative study explores instructional change in college science teaching, revealing critical influences on reform.

This study investigates the factors that affect the implementation of classroom reform in college science teaching.
Utilized the Teacher-Centered Systemic Reform model to analyze three college science faculty members.
Documented teaching context, instructor knowledge, beliefs, and teaching episodes over the course implementation.
Explored the interaction of personal practical theories and structural support mechanisms in teaching.
Grant-supported efforts helped reduce some barriers to reform but were not sufficient alone.
Personal practical theories were the strongest influences on teaching methods and practices.
Identified that dissatisfaction with current pedagogy is crucial for prompting significant instructional change.

Gess‐Newsome et al. (2003) studied this question.

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