Applying Total Quality to the Teaching/Learning Process.

Autor/in	Heverly, Mary Ann
Titel	Applying Total Quality to the Teaching/Learning Process.
Quelle	(1994), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Classroom Research; Classroom Techniques; Community Colleges; Data Collection; Educational Improvement; Educational Quality; Learning Strategies; Student Participation; Teacher Effectiveness; Teaching Methods; Total Quality Management; Two Year Colleges + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Community college; Community College; Data capture; Datensammlung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Quality management; Qualitätsmanagement
Abstract	Delaware County Community College (DCCC) in Media, Pennsylvania, began pursuing Total Quality/Continuous Quality Improvement (TQ/CQI) methods in 1985-86. A major initiative to support TQ/CQI efforts in the classroom was the development of a faculty in-service program to introduce models reflecting TQ/CQI principles and practice. Baugher's LEARN (Locate-Establish-Assess-Research-Nominate) Model and Cross and Angelo's classroom assessment technique generated the most interest. The LEARN brings the instructor together with a student quality team to identify opportunities to improve student learning. The model forces systematic data gathering, through the Plan-Do-Check-Act cycle of continuous improvement; and requires that data be collected from the entire class, not just a small segment. The student team brainstorms to identify characteristics that may be interfering with student learning, gathers data, plans changes to improve the classroom process, and evaluates the changes. Faculty were asked to describe how they adapted LEARN, the benefits, problems, and impacts on the faculty, classroom and learning outcomes. Faculty commented that students realized that they were responsible for their own learning; that it was helpful to see classroom dynamics from the students' perspective; that changes seemed trivial to instructors but important to students; and that the project created greater cohesiveness among students. The most common difficulty cited was finding time to implement LEARN. DCCC plans to increase participation to 60 full-time faculty during 1993-94. (Contains 10 references.) (KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC