Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (26)
- Curriculum and Instruction (18)
- Educational Assessment, Evaluation, and Research (15)
- Scholarship of Teaching and Learning (11)
- Educational Administration and Supervision (9)
-
- Social and Behavioral Sciences (8)
- Sociology (8)
- Civic and Community Engagement (7)
- Criminology and Criminal Justice (7)
- Law (7)
- Legal Studies (7)
- Legal Theory (7)
- Online and Distance Education (7)
- Public Affairs, Public Policy and Public Administration (7)
- Higher Education Administration (6)
- Science and Mathematics Education (4)
- Bilingual, Multilingual, and Multicultural Education (3)
- Educational Methods (3)
- Arts and Humanities (2)
- African American Studies (1)
- Creative Writing (1)
- Elementary and Middle and Secondary Education Administration (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Medical Education (1)
- Medicine and Health Sciences (1)
- Nonfiction (1)
- Other Education (1)
- Institution
- Keyword
-
- Education (11)
- Higher education (11)
- Criminal justice (7)
- Criminology (7)
- Instructors (7)
-
- Justice (7)
- Law (7)
- Lawyers (7)
- Legal studies (7)
- Students (7)
- American education (3)
- Classroom philosophy (3)
- Computers (3)
- Learning and teaching (3)
- Mathematical teaching (3)
- Teacher education (3)
- Teaching (3)
- Teaching profession (3)
- Technology (3)
- Western world literature (3)
- Minority students (2)
- Multicultural education (2)
- Adjunct (1)
- African-American students (1)
- Association for Childhood Education International (1)
- College teachers--In-service training (1)
- Dialogue (1)
- Dialogue analysis (1)
- Ethnic diversity (1)
- Faculty (1)
- Publication
-
- Professional and Organizational Development Network in Higher Education: Archives (8)
- Broadly Speaking (7)
- Book Chapters / Conference Papers (3)
- Faculty Research at Morehead State University (3)
- Reaching Through Teaching (3)
-
- Trotter Review (2)
- Board of Trustees (1)
- Department of Agricultural Leadership, Education, and Communication: Faculty Publications (1)
- Educational Studies Dissertations (1)
- English Faculty Publications (1)
- Institute for Educational Development, Karachi (1)
- Theses and Dissertations in Urban Services - Urban Education (1)
- World Languages and Literatures Faculty Publications and Presentations (1)
- Publication Type
Articles 31 - 33 of 33
Full-Text Articles in Higher Education and Teaching
How Can We Make Our Mathematics Lessons Meaningful And Enjoyable?, Takbir Ali
How Can We Make Our Mathematics Lessons Meaningful And Enjoyable?, Takbir Ali
Book Chapters / Conference Papers
No abstract provided.
Assessing Second Language Proficiency In An American University, Suwako Watanabe, Patricia Wetzel
Assessing Second Language Proficiency In An American University, Suwako Watanabe, Patricia Wetzel
World Languages and Literatures Faculty Publications and Presentations
There are currently two nation-wide trends that impinge significantly on language teaching and assessment at the university level in the U.S. One is the general wave of education reform, the other is the so-called "proficiency" movement in language teaching. That being said, these two categories are much too broad in their definitions and implications to be of any use in discussing what we wish to address here: actual practice in the second language classroom. We will therefore begin by constraining the relevant characteristics of each of these. We will then proceed to discuss their ongoing implications for what actually happens …
Taking Instruction Online: The Art Of Delivery, Donna R. Everett
Taking Instruction Online: The Art Of Delivery, Donna R. Everett
Faculty Research at Morehead State University
The notion that people seek to make meaning out of their world, whether it is the classroom or the living room, is not a new one. Educational philosophers and learning theorists have attempted to explain how learners learn and construct meaning from instruction or the classroom. Stimulus-response theorists (Thorndike, Guthrie, Pavlov—as cited in Hilgard & Bower, 1966; Watson, 1960; and Skinner, 1960) view learners as reactive, passive robots only responding when stimulated by something outside of themselves. Reese & Overton (1970) propose to call this the mechanistic world view—any change in the learners comes from outside of themselves. Organismic theorists …