Author: Anna Neumann
Publisher: JHU Press
ISBN: 0801891310
Category : Business & Economics
Languages : en
Pages : 319
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Book Description
Research, teaching, service, and public outreach—all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning—disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations? Professing to Learn explores university professors’ scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes? Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.
Author: Anna Neumann
Publisher: JHU Press
ISBN: 0801896401
Category : Education
Languages : en
Pages : 319
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Book Description
Research, teaching, service, and public outreach—all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning—disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations? Professing to Learn explores university professors’ scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes? Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, Professing to Learn directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.
Author: Judith Ridge
Publisher: Candlewick Press
ISBN: 0763696714
Category : Juvenile Nonfiction
Languages : en
Pages : 257
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Book Description
Essays by popular children's authors reveal the books that shaped their personal and literary lives, explaining how the stories they loved influenced them creatively, politically, and intellectually.
Author: Shari J. Stenberg
Publisher:
ISBN:
Category : English philology
Languages : en
Pages : 204
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Book Description
Author: Susan B. Rosenbaum
Publisher: University of Virginia Press
ISBN: 9780813926100
Category : Literary Criticism
Languages : en
Pages : 308
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Book Description
Sincerity--the claim that the voice, figure, and experience of a first-person speaker is that of the author--has dominated both the reading and the writing of Anglo-American poetry since the romantic era. Most critical studies have upheld an opposition between sincerity and the literary marketplace, contributing to the widespread understanding of the lyric poem as a moral refuge from the taint of commercial culture. Guided by the question of why we expect poetry to be sincere, Susan Rosenbaum reveals in Professing Sincerity: Modern Lyric Poetry, Commercial Culture, and the Crisis in Reading that, in fact, sincerity in the modern lyric was in many ways a product of commercial culture. As she demonstrates, poets who made a living from their writing both sold the moral promise that their lyrics were sincere and commented on this conflict in their work. Juxtaposing the poetry of Wordsworth and Frank O'Hara, Charlotte Smith and Sylvia Plath, and Anna Laetitia Barbauld and Elizabeth Bishop, Rosenbaum shows how on the one hand, through textual claims to sincerity poets addressed moral anxieties about the authenticity, autonomy, and transparency of literature written in and for a market. On the other hand, by performing their "private" lives and feelings in public, she argues, poets marketed the self, cultivated celebrity, and advanced professional careers. Not only a moral practice, professing sincerity was also good business. The author focuses on the history of this conflict in both British romantic and American post-1945 poetry. Professing Sincerity will appeal to students and scholars of Anglo-American lyric poetry, of the history of authorship, and of gender studies and commercial culture.
Author: Daphne Patai
Publisher: Lexington Books
ISBN: 9780739104552
Category : Education
Languages : en
Pages : 466
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Book Description
In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Their three new chapters provide a devastating and detailed examination of the routine practices found in feminst teaching and research.
Author: Peter N. Goggin
Publisher: Hampton Press (NJ)
ISBN: 9781572737891
Category : Education
Languages : en
Pages : 164
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Book Description
Explores the following key questions: What is literacy? What do we mean when we profess literacy? And how can we create a theoretical map of writing studies in which to locate the ways we define and situate our notions and assumptions about literacy?
Author: Joseph D. Novak
Publisher: Cambridge University Press
ISBN: 1107268222
Category : Psychology
Languages : en
Pages :
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Book Description
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
Author: Rachel Hile Bassett
Publisher: Vanderbilt University Press
ISBN: 9780826514783
Category : Parenting
Languages : en
Pages : 280
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Book Description
Featuring many personal accounts, the twenty-four essays in this collection explore the challenges and possibilities confronting those, especially women, who combine parenting and academic work. Written by a diverse group of educators who present a real-world variety of situations, the collection also includes ideas for change at the individual, interpersonal, policy, and system levels.
Author: Aaron M. Pallas
Publisher: JHU Press
ISBN: 1421432943
Category : Education
Languages : en
Pages : 245
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Book Description
How what we know about K–12 education can revolutionize learning in college. Honorable Mention in the Foreword INDIES Award for Education by FOREWORD Reviews, Winner of the 2021 Bronze IPPY Award for Education II Amid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people. Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K–12 classroom teaching, the authors develop the novel idea of convergent teaching, an approach that attends simultaneously to what students are learning and the personal, social, and cultural contexts shaping this process. Convergent teaching, they write, spurs teachers to join students' cognitions with the students' emotions and identities as they learn. Offering new ways to think about how college teachers can support and advance their students' learning of core disciplinary ideas, Pallas and Neumann outline targeted actions that campus administrators, public policy makers, and foundation leaders can take to propel such efforts. Vivid examples of instructors enacting three key principles—targeting, surfacing, and navigating—help bring the idea of convergent teaching to life. Full of research-based, practical ideas for better teaching and learning, Convergent Teaching presents numerous instances of successful campus-based initiatives. It also sets a bold agenda for disciplinary organizations, philanthropies, and the federal government to support teaching improvement. This book will challenge higher education students while motivating college administrators and faculty to enact change on their campuses.
