Fr. 261.00

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

Inglese · Tascabile

Spedizione di solito entro 6 a 7 settimane

Descrizione

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Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East, and the USA to critically assess teaching and learning issues that cut across most disciplines. In addressing long-standing and newly emerging issues, the researchers examine the scientific evidence on what constitutes effective teaching in college classrooms, on the psychometric integrity of measures of teaching effectiveness, and on the use of such measures for tenure, promotion, and salary decisions.
Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, the book deals with the nexus between knowledge production by researchers and knowledge utility for end-users made up of classroom instructors, department heads, deans, directors, and policymakers. The book will appeal to researchers interested in teaching and learning, faculty members developing evidence-based pedagogical practices, academic administrators and policymakers responsible for instituting teaching and learning protocols, and faculty development officers promoting the effective teaching practices.

Sommario

An Introduction to the Scholarship Teaching and Learning in Higher Education.- From Athens and Berlin to LA: Faculty Scholarship and the Changing Academy.- Teaching and Learning in a Research-Intensive University.- Understanding New Faculty Background, Aspirations, Challenges, and Growth.- Research on Teaching in Higher Education.- Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1.- Low-inference Teaching Behaviors and College Teaching Effectiveness: Recent Developments and Controversies.- Teachers' Nonverbal Behavior and its Effects on Students.- Faculty Cultures and College Teaching.- Students' Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness.- The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not*.- Good Teaching Makes a Difference-And we Know What It Is.- Research on Learning in Higher Education.- Perceived (Academic) Control and Scholastic Attainment in Higher Education.- Emotions in Students' Scholastic Development.- Contextual Determinants of Motivation and Help Seeking in the College Classroom.- A Motivational Analysis of Academic Life in College.- Student Motivation and Self-Regulated Learning in the College Classroom.- to the Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective.- to the Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective.

Riassunto

Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East, and the USA to critically assess teaching and learning issues that cut across most disciplines. In addressing long-standing and newly emerging issues, the researchers examine the scientific evidence on what constitutes effective teaching in college classrooms, on the psychometric integrity of measures of teaching effectiveness, and on the use of such measures for tenure, promotion, and salary decisions.

Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, the book deals with the nexus between knowledge production by researchers and knowledge utility for end-users made up of classroom instructors, department heads, deans, directors, and policymakers. The book will appeal to researchers interested in teaching and learning, faculty members developing evidence-based pedagogical practices, academic administrators and policymakers responsible for instituting teaching and learning protocols, and faculty development officers promoting the effective teaching practices.

Dettagli sul prodotto

Con la collaborazione di C Smart (Editore), C Smart (Editore), Raymon P Perry (Editore), Raymond P Perry (Editore), Raymond P. Perry (Editore), John C. Smart (Editore)
Editore Springer Netherlands
 
Lingue Inglese
Formato Tascabile
Pubblicazione 01.01.2016
 
EAN 9789401776646
ISBN 978-94-0-177664-6
Pagine 816
Dimensioni 156 mm x 45 mm x 235 mm
Peso 1252 g
Illustrazioni XVI, 816 p.
Categorie Scienze umane, arte, musica > Pedagogia > Corsi per adulti

B, Education, personality, Learning, Educational psychology, Social Psychology, Psychology: the self, ego, identity, personality, Cognition & cognitive psychology, Behavioral Sciences and Psychology, Learning & Instruction, Personality and Social Psychology, Personality and Differential Psychology, higher education, Teaching skills & techniques, Instruction, Pedagogic Psychology

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