Reconceptualizing the Linked Courses Model

Autor/in	Baxter, Mary
Titel	Reconceptualizing the Linked Courses Model
Quelle	In: AACE Journal, 16 (2008) 2, S.127-135 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-3696
Schlagwörter	Constructivism (Learning); Fine Arts; Interdisciplinary Approach; English Departments; Educational Technology; Community Resources; Teaching Methods; Case Studies; Resource Allocation; English Instruction; History Instruction; United States History; Writing (Composition); Writing Instruction; Laboratories; Student Diversity; Discourse Communities; Texas + Suchen Sie Ihr Suchwort? Bildende Kunst; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ressourcenallokation; English langauage lessons; Englischunterricht; History lessons; Geschichtsunterricht; Schreibübung; Schreibunterricht; Laboratory; Laboratorium
Abstract	To help students meet the demands of society, the University of Houston is using the framework of learning communities and constructivism to create a cross-disciplinary approach to teaching to provide media-rich thematically linked courses to engage a diverse student population. A case study investigated three semesters of thematically linked courses, "Places in Time and Multicultural America," that used a thematic cross-disciplinary approach to curriculum involving the History and English departments, the Instructional Technology Program, the University Writing Center, and the Museum of Fine Arts, Houston. During this study, the need for a new linked courses model evolved that supports the inclusion of university and community resources. (Contains 3 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10