Abstract

Using case studies of four research university departments, I explore the presence of instructional congruence, or department cultures in which individuals perceive that their teaching beliefs align with their institution. I map junior facultyƕs instructional networks to explain variability in levels of congruence and utilize interview data to identify possible contributors to network shapes.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 331-353
Launched on MUSE
2005-05-17
Open Access
No
Archive Status
Archived
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