Author: N. Hativa
Publisher: Springer Science & Business Media
ISBN: 9401009023
Category : Education
Languages : en
Pages : 408
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Book Description
This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.
Author: Madeleine Atkins
Publisher: Routledge
ISBN: 1134958692
Category : Education
Languages : en
Pages : 254
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Book Description
Assists academic staff to develop their effectiveness as teachers and improve their students' learning by giving practical guidelines and suggestions for teaching and a series of activities.
Author: Hénard Fabrice
Publisher: OECD Publishing
ISBN: 9264079289
Category :
Languages : en
Pages : 116
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Book Description
This book explores the interplay between actors within educational institutions, organisational structure, commitment of senior leadership, involvement of faculty and students, and evaluation instruments in order to find ways of improving the quality of teaching.
Author: John Biggs
Publisher: Open University Press
ISBN:
Category : Education
Languages : en
Pages : 364
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Book Description
"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, Australia Teaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for teachers Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.
Author: James M. Lang
Publisher: John Wiley & Sons
ISBN: 1118944496
Category : Education
Languages : en
Pages : 272
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Book Description
Employ cognitive theory in the classroom every day Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques. Learn, for example: How does one become good at retrieving knowledge from memory? How does making predictions now help us learn in the future? How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students.
Author: Marilyn Cochran-Smith
Publisher: Routledge
ISBN: 1135618321
Category : Education
Languages : en
Pages : 1840
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Book Description
Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org
Author: Paul Ramsden
Publisher: Routledge
ISBN: 1134412053
Category : Education
Languages : en
Pages : 292
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Book Description
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development. The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education: * Organising the content of undergraduate courses * Selecting teaching methods * Assessing student learning * Evaluating the effectivenesss of teaching. Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.
Author: Cathy N. Davidson
Publisher: Basic Books
ISBN: 0465093183
Category : Education
Languages : en
Pages : 306
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Book Description
A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come.
Author: Jonathan Golding
Publisher:
ISBN: 9781516572908
Category : Education
Languages : en
Pages : 268
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Book Description
Strategies for Teaching Large Classes Effectively in Higher Education helps educators effectively harness the power of the large class to support student learning. The book features advice from instructors across disciplines, results from the initiatives they've tried, and scholarship to support their claims. The text emphasizes the ideas that a large class represents an opportunity and scholarly teaching can occur in a class of any size. The book begins
Author: Greg Light (Ph. D.)
Publisher: SAGE
ISBN: 9780761965534
Category : Education
Languages : en
Pages : 292
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Book Description
This book addresses the practice of learning and teaching within higher education. Higher education is currently a sector challenged worldwide by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance, thinning resources and the exacting demands of a global education market. This book brings together key issues of theory and practice to develop an overall professional 'language' of teaching situated within communities of academic practice. This 'language' provides teachers with a conceptual 'vocabulary' and 'grammar' for understanding and improving practice, enables them to critically reflect upon their teaching in a range of key 'genres'
