{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1075"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1075","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"An investigation into the practicality and applicability of the pendandragogic framework: a case study of faculty attitude toward a learner-centered model of teaching and learning at a university in the southern United States","abstract":"This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol.","abstract_html":"This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol.","abstract_has_math":false,"creators":["Samaroo, Selwyn"],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Tucker, James","Green, Timothy; Bernard, Hinsdale; Rutledge, Valerie","College of Health, Education, and Professional Studies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:02Z","subjects":["Education","Higher","Learning"],"languages":["English","eng"],"rights":[],"rights_urls":["https://rightsstatements.org/page/InC/1.0/?language=en"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/69","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tucker, James","Green, Timothy; Bernard, Hinsdale; Rutledge, Valerie","College of Health, Education, and Professional Studies"]},{"key":"dc:creator","label":"Author","values":["Samaroo, Selwyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-05-01T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral dissertations","Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Higher","Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://rightsstatements.org/page/InC/1.0/?language=en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/69"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Dept. of Education","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol."]},{"key":"dc:title","label":"Title","values":["An investigation into the practicality and applicability of the pendandragogic framework: a case study of faculty attitude toward a learner-centered model of teaching and learning at a university in the southern United States"]}]}],"canonical_facts":{"dc:contributor":["Tucker, James","Green, Timothy; Bernard, Hinsdale; Rutledge, Valerie","College of Health, Education, and Professional Studies"],"dc:creator":["Samaroo, Selwyn"],"dc:date":["2012-05-01T07:00:00Z"],"dc:description":["Dept. of Education","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."],"dc:description.abstract":["This study defines and explores pedandragogy as a teaching and learning model using a southern university in the United States of America as a case study. It examines its applicability to a multiplicity of academic disciplines, testing the attitudes of faculty towards the implementation of the learner-centered approach in higher education. Pedandragogy focuses on the concept of self-engagement and the independence of learners through the creation of a learning environment conducive to a learner-centered approach. This study seeks to answer the question: Can the pedandragogic framework be practically applied to a multiplicity of academic disciples in higher education? And, among other things looked at, what are the factors that may motivate faculty members to apply a pedandragogic model? Among the findings of the study was a significant effect for gender, and that faculty members in Education and Health had a more favorable attitude than those in Business studies. Furthermore, having training in teaching was associated with a more favorable attitude toward the learner-centered approach. The study also found that those faculty members who were teaching graduate courses and upper-division undergraduate courses had greater favorability and higher intrinsic motivation to adopting a new teaching protocol."],"dc:identifier":["https://scholar.utc.edu/theses/69"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["https://rightsstatements.org/page/InC/1.0/?language=en"],"dc:subject":["Education","Higher","Learning"],"dc:title":["An investigation into the practicality and applicability of the pendandragogic framework: a case study of faculty attitude toward a learner-centered model of teaching and learning at a university in the southern United States"],"dc:type":["Doctoral dissertations","Text"]},"updated_at":"2026-07-24T05:46:02Z"}