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AutorenAmundsen, Cheryl; und weitere
TitelPractice-Centered Inquiry: Developing Perceptions and Behaviors toward More Effective Teaching in Higher Education.
Quelle(1992), (45 Seiten)
PDF als Volltext    Verfügbarkeit 
BeigabenTabellen
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterTagungsbericht; Classroom Research; College Faculty; Discussion Groups; Educational Practices; Higher Education; Instructional Improvement; Literature Reviews; Program Design; Teacher Effectiveness; Teacher Improvement
AbstractThis paper presents a study that examined the effectiveness of a proposed teaching improvement process, referred to as practice-centered inquiry, by using faculty discussion groups involving a total of 29 professors, and formal classroom research studies, one of which is reported. The study, a collaborative effort by some of the professors in designing a formal classroom research project, is presented in two parts. The first part examines the effectiveness of a faculty discussion group to address the first two areas of the practice-centered inquiry continuum (i.e., ranging from casual observations to more sustained reflection and activity). The second part focuses on the formal research end of the practice-centered inquiry continuum. The results of the study are examined from two perspectives. One is from the perspective of the formal hypothesis, and the other is from the perspective of meeting the objectives of the professors. It is noted that the faculty discussion group structure was found to be appropriate in addressing the more informal levels of reflection and experimentation, and, while only a few classroom studies have been completed to date, the process appears to hold promise in contributing to the investigation of classroom teaching. Contains 27 references. (GLR)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update1992/4/10
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