Intelligence Studies in Higher Education: Integrating a Community of Practice Pedagogical Strategy

Autor/in	Westbrooks, Dennis A., II
Titel	Intelligence Studies in Higher Education: Integrating a Community of Practice Pedagogical Strategy
Quelle	(2016), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Hampton University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-1067-9
Schlagwörter	Hochschulschrift; Dissertation; Intelligence; Higher Education; Communities of Practice; Educational Strategies; Teacher Attitudes; Administrator Attitudes; Qualitative Research; Focus Groups; Interviews; Theory Practice Relationship; Teaching Methods; Peer Teaching; Cooperative Learning; Student Centered Learning; Teacher Role; Learning Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz; Klugheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Lehrstrategie; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This qualitative study explored faculty members' and senior level administrators' views of intelligence studies, communities of practice, and learning approaches. A focus group interview, individual interviews, and a review of documents were the sources of data for the study. Themes emerging from the investigation were strategies to connect courses with real world application, teaching approaches that lets students learn from students, using group projects to build on existing knowledge, mapping students' curriculum with their careers, relationship between Theory and Practice in intelligence and intelligence studies, benefits of a diverse student body, student centered learning where faculty are viewed more as facilitators, strategies to promote collaborative learning, and the importance of student assessment and feedback. Findings from this study included the use of community of practice pedagogical strategies, student body diversity, and collaborative learning strategies and tools. Recommendations for future research include a follow up study on the perceived efficacy of the learning approach from graduates the year the study was conducted, a replication of this study from the students' perspectives, and comparative research at an unclassified university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01