The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based

The Nile on eBay   The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective by Raymond P. Perry, John C. Smart

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.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

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.

Back Cover

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.

Table of Contents

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.

Long Description

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 to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.

Feature

Provides critical assessment of teaching and learning issues that cut across most disciplines Systematically explores the linkage between classroom teaching and motivation, learning and performance outcomes in students Brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East and the USA The role of motivation in learning and performance in college classrooms

Description for Sales People

This book brings together pre-eminent scholars 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. The book systematically explores the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, it 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.

Details ISBN9401776644 Short Title SCHOLARSHIP OF TEACHING & LEAR Publisher Springer Language English ISBN-10 9401776644 ISBN-13 9789401776646 Media Book Format Paperback DEWEY 378.125 Year 2016 Imprint Springer Place of Publication Dordrecht Country of Publication Netherlands Edited by John C. Smart Publication Date 2016-08-23 Subtitle An Evidence-Based Perspective UK Release Date 2016-08-23 Illustrations XVI, 816 p. Author John C. Smart Pages 816 Edition Description Softcover reprint of the original 1st ed. 2007 Alternative 9781402049446 Audience Professional & Vocational We've got this

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