Sample Research Projects
Recent Publications

• Perspectives on Teaching - Variations on a theme
• Five Perspectives on Teaching in Adult & Higher Education
• The Teaching Perspectives Inventory
• Chinese Conceptions - lessons from Asia
• Andragogy - adopting a dominant view
  

Recent publications:

Pratt, D.D., Harris, P., Collins J.B. (2008). The Power of One: Looking beyond the instructor in clinical teaching. The Medical Teacher.

Pratt, D.D., (2008). Making Learning Happen: A guide for post-compulsory education (review) Studies in Adult Education.

S Mehta, D Pratt, J Sarwark, E Campion, L Blakemore, KP Black, SJ Pinney (2007). Orthopaedic Surgeons as Educators.  Journal of Bone and Joint Surgery.

Schertzer R.M., Orton T., Pratt D.D. (2007). Practice Patterns of Canadian Glaucoma Specialists: Planning for the next generation, Canadian Jounral of Ophthalmology 42: 580-584, August.

Dharamsi, S., Pratt, D.D., MacEntee, M.I. (2007). How Dentists Account for Social Responsibility: Economic imperatives and professional obligations, Journal of Dental Educ, Dec., vol. 71, no. 12, pp. 1583-1592.

Pratt, D.D. & Paterson, B. (2007). Perspectives on Teaching: Discovering BIASes, In L.E. Young & B. Paterson (Eds.) Teaching Nursing: Developing a student-centred learning environment. Philadelphia: Lippincott Williams & Wilkins, pp. 55-76.

Paterson, B. & Pratt, D.D. (2007). Learning Styles: Maps, myths, or masks? In L.E. Young & B. Paterson (Eds.) Teaching Nursing: Developing a student-centred learning environment. Philadelphia: Lippincott Williams & Wilkins.

Schertzer, R., Pratt, D. D. (2007). Practice patterns of Canadian Glaucoma Specialists: planning for the next generation, Canadian Journal of Ophthalmology

Pratt, D.D., Boll, S.L., Collins, J.B. (2007). Towards a Plurality of Perspectives for Nurse Educators. Nursing Philosophy, Vol. 8, pp. 49-59. 

Courneya, C.A., Pratt, D.D., Collins, J.B. (2007). Through what perspective do we judge the teaching of peers? Journal of Teaching and Teacher Education.

Srinivasan M., Pratt D.D., Collins J.B., Bowe C.M., Stevenson F.T., Pinney S.J., Wilkes M. (2007). Developing the Master Educator: Cross-Disciplinary Teaching Scholars Program for Human and Veterinary Medical Faculty.  Academic Psychiatry. [Accepted June 2006]

Jarvis-Seliner, S., Collins, J.B., and Pratt, D.D. (2007).  Do Academic Origins Influence Perspectives on Teaching?  Teacher Education Quarterly.

Hubball, H.T., Pratt, D.D., Collins, J.B. (2006). Enhancing Reflective Teaching Practices: Implications for Faculty Development.  The Canadian Journal of Higher Education.  Vol. XXXV, No. 3, pp. 57-81.

Lacaille, D., White, M., Rogers, P., Gignac, M., Backman, G., Pratt, DD., Esdaile, J. (2006). Employment and arthritis: Making it work! Results of pilot testing. Journal of Rheumatology, vol. 33:400.

Pratt, D.D. (2005). Teaching Philosophies: A False Promise? Academe. American Association of University Professors, Washington DC, January-February.

Cohen, R., Murnaghan, L., Collins, J., Pratt, D.D. (2005), An Up-date on Masters Degrees in Medical Education: Fostering innovation and leadership in the health professions. Medical Teacher, The Association for Medical Education in Europe.

Pratt, D.D. (2005). Teaching. In L. English (Ed.) Encyclopedia of Adult Education.

Pratt, D.D. (2005). Introduction to the Art of Teaching, In P. Renner, The Art of Teaching Adults.

Pratt, D. D. (2004). Ethical reasoning in teaching. In M. Galbraith (Ed.) (2nd Ed), Adult education methods. Malabar, FL: Krieger

Pratt, D.D. (2002). Good teaching: one size fits all? In Jovita Ross-Gordon (Ed.) An Up-date on Teaching Theory, San Francisco: Jossey-Bass.

Pratt, D.D., Arseneau, R., Collins, J.B. (2001). Theoretical Foundations: Reconsidering 'good teaching' across the continuum of medical education. The Journal of Continuing Education in the Health Professions, vol. 21, no. 2. June issue. [click here]

Pratt, D.D. (2001). Philosophies of teaching. Teaching and Learning in Higher Education, Society for Teaching and Learning in Higher Education, Newsletter, June Issue.

Pratt, D.D. (2001), The theory and practice of learning (book review), International Journal of Lifelong Education, vol. 20, no.1 and 2, January-April, pp. 137-138.

Pratt, D.D. and Nesbit, T. (2000). Cultures and discourses of teaching. In Arthur Wilson and Elizabeth Hayes (Eds.). Handbook of Adult and Continuing Education. San Francisco: Jossey-Bass.

Dharamsi S., Clark, D.C., Boyd, M.A., Pratt, D.D., Craig, B. (2000). Social constructs of curricular change. Journal of Dental Education 64(8):603-609.

Pratt, D.D., Kelly, M., Wong, W.S.S. (1999). Chinese conceptions of 'effective teaching' in Hong Kong: Towards culturally sensitive evaluation of teaching, International Journal of Lifelong Education, 18(4).

Pratt, D.D. and Associates (1998). Five Perspectives on Teaching in Adult and Higher Education. Malabar, FL: Krieger, Publishers. (289pp.) Winner of 1999 Cyril O. Houle Award for Outstanding Literature. [click here]

Pratt, D.D. (1998). Ethical reasoning in teaching adults. In M. Galbraith (Ed.) Adult Learning Methods. Malabar, FL: Krieger, Publishers, pp. 113-125.

Pratt, D.D. (1997). Reconceptualizing the evaluation of teaching in higher education, Higher Education, 34: 23-44, Kluwer Academic Publishers. [click here]

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Sample research projects

Sample Research Projects
Dan Pratt - 2003

Cross-cultural differences in teaching and learning.

There is no doubt that notions of learning and ways of thinking (cognition) are different across cultures. For several years I have been investigating conceptions of teaching and learning in different cultures. This line of research has primarily focused on comparisons between Chinese and Western (Canadian and American) ways of thinking about teaching and learning. Findings have implications for the valuing and evaluation of teaching, particularly in higher education.

Longitudinal changes in perspectives on teaching

With colleagues at UBC (most notably John Collins) I am investigating the ways in which orientations to teaching change under the influence of formal training. In one project (with Sandra Jarvis-Selinger) we are following 356 pre-service teachers across an intensive one-year teacher-training program and into their first three years of practice as teachers. In a separate study (with Harry Hubball) we are following 12 faculty members at the University of British Columbia as they participate in the university's Certificate Program for Teaching in Higher Education and for one year post-Certificate Program.

Both studies use multiple research methods of interviews and the Teaching Perspectives Inventory to investigate what, if anything, changes during formal training; what changes occur after formal training; and what is perceived to have influenced changes in beliefs, intentions or actions related to teaching. The Teaching Perspectives Inventory can be accessed at: [www.TeachingPerspectives.com]

Training and Education in Health Professions

Several projects are underway with the Department of Surgery (University of California, Davis), the Faculty of Medicine (UBC), the Department of Pharmaceutical Sciences (UBC), the Mary Pack Arthritis Society, and the Institute for Health Promotion (UBC). Each project explores an educational issue related to the training of health care professionals (e.g., surgery and pharmacy) or the delivery of health care to patients (e.g., the Arthritis Society).

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