The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective [electronic resource] / edited by Raymond P. Perry, John C. Smart.
Erişim Adresi
ISBN
9781402057427
Dil Kodu
İngilizce
Yer Numarası
DK/12464
Basım Bildirimi
1st ed. 2007.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2007.
Fiziksel Niteleme
XVI, 814 p. online resource.
İçindekiler Notu
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.
Özet, vb.
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.
Konu
Education, Higher.
Learning, Psychology of.
Educational psychology.
Personality.
Difference (Psychology).
Higher Education.
Instructional Psychology.
Educational Psychology.
Personality and Differential Psychology.
Learning, Psychology of.
Educational psychology.
Personality.
Difference (Psychology).
Higher Education.
Instructional Psychology.
Educational Psychology.
Personality and Differential Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
LEADER 04775nam a22005415i 4500
001 811200
003 TR_AnAIT
005 20260131011908
007 cr nn 008mamaa
008 100301s2007 ne | s |||| 0|eng d
020 |a9781402057427|9978-1-4020-5742-7
024 7 |a10.1007/1-4020-5742-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2300-2799.3
072 7|aJNM|2bicssc
072 7|aEDU015000|2bisacsh
072 7|aJNM|2thema
082 04|a378|223
090 |aDK/12464
245 14|aThe Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective|h[electronic resource] /|cedited by Raymond P. Perry, John C. Smart.
250 |a1st ed. 2007.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2007.
300 |aXVI, 814 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aAn 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.
520 |aPivotal 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.
650 0|aEducation, Higher.
650 0|aLearning, Psychology of.
650 0|aEducational psychology.
650 0|aPersonality.
650 0|aDifference (Psychology).
650 14|aHigher Education.
650 24|aInstructional Psychology.
650 24|aEducational Psychology.
650 24|aPersonality and Differential Psychology.
700 1 |aPerry, Raymond P.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmart, John C.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402049446
776 08|iPrinted edition:|z9789048109272
776 08|iPrinted edition:|z9789401776646
856 40|uhttps://doi.org/10.1007/1-4020-5742-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 811200
003 TR_AnAIT
005 20260131011908
007 cr nn 008mamaa
008 100301s2007 ne | s |||| 0|eng d
020 |a9781402057427|9978-1-4020-5742-7
024 7 |a10.1007/1-4020-5742-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2300-2799.3
072 7|aJNM|2bicssc
072 7|aEDU015000|2bisacsh
072 7|aJNM|2thema
082 04|a378|223
090 |aDK/12464
245 14|aThe Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective|h[electronic resource] /|cedited by Raymond P. Perry, John C. Smart.
250 |a1st ed. 2007.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2007.
300 |aXVI, 814 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aAn 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.
520 |aPivotal 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.
650 0|aEducation, Higher.
650 0|aLearning, Psychology of.
650 0|aEducational psychology.
650 0|aPersonality.
650 0|aDifference (Psychology).
650 14|aHigher Education.
650 24|aInstructional Psychology.
650 24|aEducational Psychology.
650 24|aPersonality and Differential Psychology.
700 1 |aPerry, Raymond P.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSmart, John C.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402049446
776 08|iPrinted edition:|z9789048109272
776 08|iPrinted edition:|z9789401776646
856 40|uhttps://doi.org/10.1007/1-4020-5742-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
Materyaller
Depodan talep edilen materyal sadece kütüphane içerisinde kullanılmaktadır.
Materyal dışarıya ödünç verilmemektedir.
Materyal dışarıya ödünç verilmemektedir.
