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Full-Text Articles in Education
Christian Scholars Conference Program 1994, Christian Scholars Conference
Christian Scholars Conference Program 1994, Christian Scholars Conference
Christian Scholars Conference Records
Program from the Christian Scholars Conference held at Pepperdine University from July 20-22, 1994. The theme for the conference was "Through the Eyes of Faith."
Learning Enhancement And Community Building Among Class Members Through Electronic Communications, Aubrey Immelman, Paul R. Skrbec
Learning Enhancement And Community Building Among Class Members Through Electronic Communications, Aubrey Immelman, Paul R. Skrbec
Psychology Faculty Publications
This paper outlines the use of computer conferencing to enhance teaching and learning in an undergraduate college course, primarily as a supplement to lectures and class discussions, to implement homework assignments, to facilitate the writing process in writing-intensive courses, and to conduct informal course evaluations.
Quality In Teaching And Learning: Making It Happen: The Proceedings Of The Teaching & Learning Forum, Laurie Summers (Ed.)
Quality In Teaching And Learning: Making It Happen: The Proceedings Of The Teaching & Learning Forum, Laurie Summers (Ed.)
Research outputs pre 2011
These papers represent the proceedings of the third Teaching and Learning Forum to be conducted in Perth, the first two by Curtin University and this one by Edith Cowan University....
The Forum was organised around three major themes - or at least it was in the beginning! Papers that were presented, and the discussion that was generated, led us to concede that there was really a great deal of interaction between the themes, which were:
• ways of defining quality
• working towards quality
• evaluating quality
Accordingly, we have not attempted to designate papers as being solely or even …
Teaching Goals, Assessment, Academic Freedom And Higher Learning, Thomas Angelo
Teaching Goals, Assessment, Academic Freedom And Higher Learning, Thomas Angelo
Professional and Organizational Development Network in Higher Education: Archives
In this brief essay, I'm going to try to convince you that examining our teaching goals carefully--and balancing them against our students' learning goals and colleagues' teaching goals--can help us become more effective, and perhaps even excellent college teachers.
The Why Of Teacher/Student Relationships, Richard G. Tiberius
The Why Of Teacher/Student Relationships, Richard G. Tiberius
Professional and Organizational Development Network in Higher Education: Archives
I heard it again last week, "Yeah, she has a good relationship with her students, but can she teach?", as if the two were completely separate entities, like the icing and the cake. But a teacher's relationship with learners is not icing. It is an essential component of the teaching and learning process. Plumbers and computer technicians may be able to perform useful services on sinks and computers without entering into relation with them or with their owners but teaching simply cannot happen without teachers entering into relation with their students. Moreover, the teacher's success in facilitating learning is directly …
Teaching For Cognitive Growth, Barbara J. Duch, Mary K. Norton
Teaching For Cognitive Growth, Barbara J. Duch, Mary K. Norton
Professional and Organizational Development Network in Higher Education: Archives
The Perry Model
The theme of Perry's work is that no matter how unclouded our message or lucid our meaning, students make their own meanings from their own cognitive structures. Our students come to us naive epistemologists, replete with mistaken views of the nature of knowledge and its acquisition. Perry charts their odyssey from naiveté to maturity through stages where these restrictive cognitive chrysalises are outgrown for increasingly more subtle structures. Briefly, the journey involves the following.
Learning A Lot Vs. Looking Good: A Source Of Anxiety For Students, Anastasia S. Hagen
Learning A Lot Vs. Looking Good: A Source Of Anxiety For Students, Anastasia S. Hagen
Professional and Organizational Development Network in Higher Education: Archives
Many teachers have observed that some of their best students also appear to be the students with the greatest amount of anxiety towards school. Teachers have often asked themselves, "Why is this bright, capable student feeling so anxious about what they will be asked to do in my course?" This article is an attempt to provide some insight into this situation with respect to the way students set academic goals.
Changing Priorities In Higher Education: Promotion And Tenure, Robert Diamond
Changing Priorities In Higher Education: Promotion And Tenure, Robert Diamond
Professional and Organizational Development Network in Higher Education: Archives
A recent study involving over 23,000 faculty chairs, deans and administrators at research universities indicated that even those most directly involved with the present reward system feel that the balance between research and teaching needs to be modified. Most significantly, the results indicate that an effort to modify the system to recognize and reward teaching would be supported by a majority of those surveyed. It may be the time to propose a change in the system.
What They Don't Know Can Hurt Them: The Role Of Prior Knowledge In Learning, Marilla Svinicki
What They Don't Know Can Hurt Them: The Role Of Prior Knowledge In Learning, Marilla Svinicki
Professional and Organizational Development Network in Higher Education: Archives
Discusses prior knowledge and current learning, and using prior knowledge in instruction.
The lesson we take from the research on prior knowledge is simply this: students are not blank slates on which our words on inscribed. The students bring more to the interpretation of the situation than we realize. What they learn is conditioned by what they already know. What they know can be as damaging as what they don't know.
"If You Can Fake That...": A Reflection On The Morality Of Teaching, David A. Hoekema
"If You Can Fake That...": A Reflection On The Morality Of Teaching, David A. Hoekema
Professional and Organizational Development Network in Higher Education: Archives
How can we identify a professor who is genuinely open and honest in the classroom? What are the traits of an instructor who both earns and deserves students' trust? Included are suggested, potential answers to these questions.
Of Gurus, Gatekeepers, And Guides: Metaphors Of College Teaching, Mary K. Norton
Of Gurus, Gatekeepers, And Guides: Metaphors Of College Teaching, Mary K. Norton
Professional and Organizational Development Network in Higher Education: Archives
From what the students tell me, in their experience there are three common metaphors of the college teacher. (Of course there are many more.) While we may disagree that these are the images that guide us, the students' viewpoint is nevertheless instructive, if only to remind us of the difference between what they perceive and we intend. My purpose here is to look through the students' eyes to explore what these metaphors reveal, especially in terms of their "collateral lessons," as Dewey called them: the implied concomitant messages students may draw from them: Guru, Gatekeeper, and Guide.