Latest books


A Handbook for Teaching and Learning in Higher Education: by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven

By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge

Guide for these constructing their services and knowing of training in better schooling. presents a beginning within the proper pedagogic rules and examine. up-to-date and revised to mirror the speedy alterations in greater schooling; reminiscent of larger use of know-how in educating and widening scholar range. earlier ed: c1999. Hardcover, softcover to be had from the writer.

Show description

Read Online or Download A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice PDF

Best higher & continuing education books

Anxious Intellects: Academic Professionals, Public Intellectuals, and Enlightenment Values

Intellectuals occupy a paradoxical place in modern American tradition as they try either to keep up their serious independence and to connect with the bigger society. In worried Intellects John Michael discusses how critics from the perfect and the left have conceived of the intellectual’s position in a pluralized society, weighing highbrow authority opposed to public democracy, common opposed to particularistic criteria, and feedback opposed to the honour of well known pursuits.

Argumentation in Higher Education: Improving Practice Through Theory and Research

Argumentation in greater schooling deals professors, teachers and researchers informative assistance for educating potent argumentation talents to their undergraduate and graduate scholars. This expert advisor goals to make the complicated subject of argumentation open and obvious. Grounded in empirical study and thought, yet with pupil voices heard strongly all through, this publication fills the space of argumentation guideline for the undergraduate and graduate point.

Affirmative Action Reconsidered: Was It Necessary in Academia?

"Affirmative motion Reconsidered: used to be It beneficial in Academia? "
by Thomas Sowell examines the claims and counterclaims
surrounding this debatable application because it has been applied in
academia. information change rhetoric and horror tales, and a
survey of background replaces conjecture and surmise in regards to the law,
about minorities, and approximately women.
Professor Sowell first exhibits that the management of
affirmative motion courses has run counter to the reason of Congress in
passing the Civil Rights Act of 1964. while Congress explicitly
rejected using numerical quotas and put the load of
proof at the govt to illustrate planned discrimination
by an corporation, numerical quotas were followed, the burden
of facts has been shifted to the organization, and the requirement
of planned discrimination has been ignored.
The writer then considers the necessity for and the consequences of an
affirmative motion application in academia. He seems at the back of coarse
comparisons of black-white and male-female wage differentials
by studying wage differentials for blacks and whites (and males
and adult females) with related education and credentials inside of the
numerous educational parts of specialization. maintaining these
variables consistent, he unearths that salaries of black lecturers equalled
or handed these of white lecturers either ahead of the application
of numerical "goals and timetables" in 1971 and 4 years after.
A equally cautious research of male-female wage differentials
finds no aid for the competition that male-female career
differences are the results of business enterprise discrimination. The explanation,
Sowell indicates, is likely to be present in social mores that
cause marital and relatives tasks to fall disproportionately
on women.
Thomas Sowell is professor of economics on the collage of
California, l. a., and an accessory pupil of the American
Enterprise Institute, and a fellow of the Hoover establishment on War,
Revolution and Peace.

Additional resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice

Example text

It demonstrates that integral to this approach is the interrelationship of the various steps, ie, each part links to and informs the others in an iterative fashion. Because the first step in this planning process starts by stating the objectives/outcomes, followed by the second step of identifying and sequencing the topics to be considered, the emphasis of this model is clearly on the outcomes to be achieved by the student, not the content to be imparted. It also shifts the focus used by the intellectual model of course/module planning from the knowledge base of the teacher to the knowledge needs of the student, thus creating a more learner-centred educational experience.

Considerable subsequent work has taken place, eg, by Marton and Saljo (1984). This research, 18 l Development of practice investigating the interaction between student and a set learning task, led to the conclusion that students’ approaches to the task (their intention) determined the extent to which they engaged with their subject and this affected the quality of outcomes. These approaches to study/learning were classified as deep or surface. The former, the deep approach to learning, is typified as an intention to understand and seek meaning, leading students to attempt to relate concepts to existing experience, distinguishing between new ideas and existing knowledge, and critically evaluating and determining key themes and concepts.

But also, student perceptions of what is rewarded and what is ignored by more formal examination procedures will have a substantial impact upon their learning behaviour and thus upon the outcomes of a course. Second, for a variety of reasons, assessment needs to be accurate – and if it is not itself examined, then we cannot know how accurate it is. We need assessment to be accurate because it is pointless and unfair to students if it is otherwise. We need it to be accurate for internal and external quality assurance purposes; and we need it to be accurate to defend the increasingly likely legal challenges from disaffected students who feel they have been unfairly judged, classified or even excluded.

Download PDF sample

Rated 4.61 of 5 – based on 49 votes

Comments are closed.