Perspectives of University Faculty Regarding Faculty Reading Circles: A Study Using Q Methodology
In higher education, reading circles are not uncommon teaching and learning professional development experiences. Yet we found no studies in the literature that included an evaluation of the effectiveness of reading circles. In this study, faculty who selected a teaching and learning themed book were part of selfdirected reading circle groups. The evaluation used Q methodology, a measure of subjectivity (Brown, 1986; Stephenson, 1953). The analysis revealed two distinct perspectives, with 23 out of 24 Q sorters represented by one factor. This factor indicated that the reading circles were successful in getting nearly all participants to reflect on and transform their teaching.
Document Type: Research Article
Publication date: January 1, 2008
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- The Journal of Faculty Development, founded in 1983, is an independent, peer-reviewed journal. Issued three times per year, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions.
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