Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations

Charles Henderson, Melissa Dancy · 2007 · American Journal of Physics

Summary. Physics education researchers and faculty have divergent expectations that hinder innovation adoption. While faculty do implement some research-based changes, they underutilize educational research and report dissatisfaction with researcher interactions. Researchers typically disseminate finished curricula expecting adoption as-is, but faculty want researchers to collaborate with them to adapt innovations to their specific teaching contexts. This mismatch between dissemination models and faculty needs limits the impact of physics education research on actual teaching practices.

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Henderson, C., & Dancy, M.. (2007). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics. https://doi.org/10.1119/1.2800352

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  title   = {Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations},
  author  = {Charles Henderson and Melissa Dancy},
  journal = {American Journal of Physics},
  year    = {2007},
  doi     = {10.1119/1.2800352},
  url     = {https://doi.org/10.1119/1.2800352}
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Details

DOI: 10.1119/1.2800352
Countries: United States
Regions: North America
Categories: education, innovation-networks, general-innovation
Added: 2026-04-28