Multidisciplinary Collaboration Research And Relationships

Author: Karen Weller Swanson
Publisher: John Wiley & Sons
ISBN: 1118980565
Size: 22.10 MB
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This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught. The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach and use SoTL to inform their own practice and share what they have done with others. This is the 139th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Emerging Issues Ii

Author:
Publisher: NAIRTL
ISBN: 9781906642013
Size: 13.59 MB
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This book presents a wide selection of issues currently of interest and concern in higher education institutions in Ireland. The chapters are snapshots of the intersection between theory, practice and research in particular settings; they are not meant to be comprehensive. Nevertheless, they present practice approaches, new theoretical considerations and informal conversations, and include signposts to important literature in the area. The authors contextualise current concerns, and discuss how they have responded strategically to national and international trends in higher education. They also highlight how new roles and identities for staff and students in higher education have emerged in response to changes in institutional, social and technological contexts, among others. This book contains the following: (1) Higher Education in Ireland: Introduction (Bettie Higgs and Marian McCarthy); (2) Writing Identity through the Educational Developers in Ireland Network (edin) (Ciara O'Farrell); (3) Mature Cynics and Fledgling Eclectics: Elaborating Instructional Design for the Net Generation (David Jennings and Diane Cashman); (4) Promoting Integrative Learning in First-year Science (Bettie Higgs); (5) The Journey to High Level Performance: Using Knowledge on the Novice-Expert Trajectory to Enhance Higher Education Teaching (Sarah Moore, Geraldine O'Neill and Terry Barrett); (6) Integrating Concepts of Integrative Learning (Bettie Higgs and Brendan Hall); (7) Strategies for Implementing Group Work in Large Classes: Lessons from Enquiry-Based Learning (Geraldine O'Neill and Ivan Moore); (8) Supporting Graduate Teaching Assistants at Trinity College Dublin (Jacqueline Potter and Orla Hanratty); (9) Teaching for Understanding for Lecturers: Towards a Scholarship of Teaching and Learning (Marian McCarthy); (10) Encouraging Student Creativity in Higher Education (Terry Barrett and Roisin Donnelly); (11) Reflections on Conversations as a Catalyst for Change 2003-2007 (Marion Palmer and Conor Heagney); (12) The Changing Role of the Academic Library in Learning and Teaching (Helen Fallon and Ellen Breen); and (13) The Role of a Virtual Learning Environment (vle) in the Teaching of an Accredited Module in Information Literacy Skills (Claire McAvinia, Helen Fallon and Mairead McQuaid). Librarians' Reflections are appended. Each section contains tables, figures, and references.

Education For Life And Work

Author: Committee on Defining Deeper Learning and 21st Century Skills
Publisher: National Academies Press
ISBN: 030925650X
Size: 75.50 MB
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Disciplinary Styles In The Scholarship Of Teaching And Learning

Author: Mary Taylor Huber
Publisher: Stylus Pub Llc
ISBN:
Size: 58.38 MB
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Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to "contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work." Disciplines represented: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology. A collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE

Interpersonal Relationships In Education From Theory To Practice

Author: David Zandvliet
Publisher: Springer
ISBN: 9462097011
Size: 41.17 MB
Format: PDF, Kindle
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This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.

Strengthening Teaching And Learning In Research Universities

Author: Bjørn Stensaker
Publisher: Springer
ISBN: 3319564994
Size: 53.62 MB
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This book offers a range of approaches and specific examples of how a sample of internationally leading research-intensive universities, from a variety of regions around the world, work to improve teaching and learning. It describes and analyzes broad university initiatives and approaches that have the potential of driving institution-wide change processes in teaching and learning, thus providing a link between strategic ambitions and cultural transformation in the universities. Globally, research-intensive universities are increasingly pressured to increase their performance in both research and education. However, while much focus internationally has been devoted to how universities are working to boost their research performance, less is known about how internationally leading universities are working to improve teaching and learning. Through comparative cases drawn from universities in Europe, Asia and the US, key practices and lessons are identified and showcased providing a unique insight into the ways internationally leading research universities work to support and enhance staff engagement in teaching and learning. It will be essential reading for researchers and advanced students working in Higher Education and Sociology, particularly those with an interest in comparative studies.

Mathematics Learning In Early Childhood

Author: National Research Council
Publisher: National Academies Press
ISBN: 9780309147439
Size: 73.78 MB
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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

What The Best College Teachers Do

Author: Ken Bain
Publisher: Harvard University Press
ISBN: 0674065549
Size: 11.38 MB
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Winner of the Virginia and Warren Stone Prize awarded annually by Harvard University Press for an outstanding book on education and society What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.

Teaching And Learning In Digital World

Author: Mercè Gisbert
Publisher: PUBLICACIONS UNIVERSITAT ROVIRA I VIRGILI
ISBN: 8484243761
Size: 70.34 MB
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Many reports over the last few years have analysed the potential use of games, videogames, 3D environments and virtual reality for educational purposes. Numerous emerging technological devices have also appeared that will play important roles in the development of teaching and learning processes. In the context of these developments, learning rather than teaching becomes the main axis in the organisation of the educational process. This process has now gone beyond the analogue world and face-toface education to enter the digital world, where new learning environments are being produced with ever greater doses of realism. Teaching and Learning in Digital Worlds examines the teaching and learning process in 3D virtual environments from both the theoretical and practical points of view.

Multidisciplinary Research Perspectives In Education

Author: Indika Liyanage
Publisher: Springer
ISBN: 946300615X
Size: 68.15 MB
Format: PDF, Docs
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“The editors of this extraordinary book, Indika Liyanage and Badeng Nima, have brought together a wonderfully wide-ranging collection of chapters. The breadth and depth of the studies of education issues in China and Australia are impressive. The topics encompass important questions concerning education policies, curricula, pedagogy, equality, parental engagement, cultural heritage, and anti-drug education. The scope of the book includes Chinese and Australian settings that range from kindergartens to higher education, and from rural to urban environments. The diversity of the book strengthens rather than weakens its coherence, because the golden thread running through all the chapters is a portrayal of the complexity of education provision when global, national and local forces interact. Written by academics with hands-on experience, the chapters provide evidence-based discussions of practical conundrums, enriched by the sophisticated use of interdisciplinary approaches. As a result, this book is powerful, challenging and ground-breaking.” – Bob Adamson, UNESCO Chairholder in TVET and Lifelong Learning, Education University of Hong Kong