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Author: Larry Cuban
Publisher: Teachers College Press
ISBN: 9780807770252
Category : Education
Languages : en
Pages : 290
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Book Description
Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, Cuban shows how universities have organizationally and politically subordinated teaching to research for over one hundred years. He explains how university reforms, decade after decade, not only failed to dislodge the primacy of research but actually served to strengthen it. He examines the academic work of research and teaching to determine how each has influenced university structures and processes, including curricular reform. Can the dilemma of scholars vs. teachers ever be fully reconciled? This fascinating historical journey is a must read for all university administrators, faculty, researchers, and anyone concerned with educational reform.
Author: Larry Cuban
Publisher: Teachers College Press
ISBN: 9780807770252
Category : Education
Languages : en
Pages : 290
Get Book Here
Book Description
Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, Cuban shows how universities have organizationally and politically subordinated teaching to research for over one hundred years. He explains how university reforms, decade after decade, not only failed to dislodge the primacy of research but actually served to strengthen it. He examines the academic work of research and teaching to determine how each has influenced university structures and processes, including curricular reform. Can the dilemma of scholars vs. teachers ever be fully reconciled? This fascinating historical journey is a must read for all university administrators, faculty, researchers, and anyone concerned with educational reform.
Author: Larry CUBAN
Publisher: Harvard University Press
ISBN: 0674030109
Category : Education
Languages : en
Pages : 258
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Book Description
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
Author: Stephen F. Davis
Publisher: Psychology Press
ISBN: 1135644152
Category : Psychology
Languages : en
Pages : 544
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Book Description
The Teaching of Psychology is centered around the masterful work of two champions of the teaching of psychology, Wilbert J. McKeachie and Charles L. Brewer, in order to recognize their seminal contributions to the teaching of the discipline. The book's main goal is to provide comprehensive coverage and analysis of the basic philosophies, current issues, and the basic skills related to effective teaching in psychology. It transcends the typical "nuts and bolts" type books and includes such topics as teaching at small colleges versus a major university, teaching and course portfolios, the scholarship of teaching, what to expect early in a teaching career, and lifelong learning. The Teaching of Psychology also features: Biographies of Bill McKeachie and Charles L. Brewer Fourteen chapters written by leading authorities in the teaching of psychology, which provide overviews of the latest psychological research and theories in effective college and university teaching. These chapters cover lecturing, classroom presence, using humor in teaching, pedagogy, advising, teaching critical thinking, writing, and technology, and training graduate students to teach Useful advice to new teachers and seasoned veterans, including qualities of master teachers, understanding the many facets of working within the academy, and teaching with technology Insights into teaching specific courses within the psychology curriculum, including the history of psychology, biological psychology, statistics and research methods, learning, social psychology, personality, psychology of women, cross-cultural psychology, industrial/organizational psychology, psychology of religion, and environmental psychology A closing section containing Bill McKeachie's and Charles L. Brewer's perspectives into the teaching of psychology and its history, highlights, and future. This book is intended for academic psychologists who teach and/or train graduate assistants to teach at the college and university level. All royalities from this book will be donated to the Society for the Teaching of Psychology (Division 2 of the American Psychological Association), which each year sponsors many activities across the country to promote the teaching of psychology.
Author: Sepideh Stewart
Publisher: Springer Nature
ISBN: 303134295X
Category :
Languages : en
Pages : 286
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Book Description
Author: Ole Skovsmose
Publisher: Springer Science & Business Media
ISBN: 0387098291
Category : Education
Languages : en
Pages : 353
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Book Description
More than ever, our time is characterised by rapid changes in the organisation and the production of knowledge. This movement is deeply rooted in the evolution of the scientific endeavour, as well as in the transformation of the political, economic and cultural organisation of society. In other words, the production of scientific knowledge is changing both with regard to the internal development of science and technology, and with regard to the function and role science and technology fulfill in society. This general social context in which universities and knowledge production are placed has been given different names: the informational society, the knowledge society, the learning society, the post-industrial society, the risk society, or even the post-modern society. A common feature of different characterisations of this historic time is the fact that it is a period in construction. Parts of the world, not only of the First World but also chunks of the Developing World, are involved in these transformations. There is a movement from former social, political and cultural forms of organisation which impact knowledge production into new forms. These forms drive us into forms of organisation that are unknown and that, for their very same complexity, do not show a clear ending stage. Somehow the utopias that guided the ideas of development and progress in the past are not present anymore, and therefore the transitions in the knowledge society generate a new uncertain world. We find ourselves and our universities to be in a transitional period in time. In this context, it is difficult to avoid considering seriously the challenges that such a complex and uncertain social configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. It is clear that the transformation of knowledge outside universities has implied a change in the routes that research in mathematics, science and technology has taken in the last decades. It is also clear that in different parts of the world these changes have happened at different points in time. While universities in the "New World" (the American Continent, Africa, Asia and Oceania) have accommodated their operation to the challenges of the construction in the new world, in many European countries universities with a longer existence and tradition have moved more slowly into this time of transformation and have been responding at a less rapid pace to environmental challenges. The process of tuning universities, together with their forms of knowledge production and their provision of education in science and mathematics, with the demands of the informational society has been a complex process, as complex as the general transformation undergoing in society. Therefore an understanding of the current transitions in science and mathematics education has to consider different dimensions involved in such a change. Traditionally, educational studies in mathematics and science education have looked at changes in education from within the scientific disciplines and in the closed context of the classroom. Although educational change in the very end is implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. This book contributes to understanding some of the multiple aspects and dimensions of the transition of science and mathematics education in the current informational society. Such an understanding is necessary for finding possibilities to improve science and mathematics education in universities all around the world. Such a broad approach to the transitions happening in these fields has not been addressed yet by existing books in the market.
Author: Barbara Slater Stern
Publisher: IAP
ISBN: 1607528460
Category : Education
Languages : en
Pages : 332
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Book Description
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching–the "what to teach" aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members. The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: “To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.” Curriculum and Teaching Dialogue seeks to fulfill that mission.
Author: Rebecca D. Cox
Publisher: Harvard University Press
ISBN: 0674262808
Category : Education
Languages : en
Pages : 209
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Book Description
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
Author: Jeanne Ballantine
Publisher: Routledge
ISBN: 1317348508
Category : Education
Languages : en
Pages : 448
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Book Description
Putting Sociology to Work; Chapter 4 Gender, Race, and Class: Attempts to Achieve Equality of Educational Opportunity; Gender and Equality of Educational Opportunity; Class, Race, and Attempts to Rectify Inequalities in Educational Opportunity; Integration Attempts; Educational Experience of Selected Minorities in the United States; Improving Schools for Minority Students; Summary; Putting Sociology to Work; Chapter 5 The School as an Organization; The Social System of the School; Goals of the School System; The School as an Organization.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288
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Book Description
Author: Scott M. Gelber
Publisher: JHU Press
ISBN: 1421438178
Category : Education
Languages : en
Pages : 246
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Book Description
A comprehensive history of evaluation in American higher education. In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college. Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education.
