Team Teaching in an Introductory Course to Social Science.

Autor/inn/en	Moore, Betty Jane; Silverman, Sherman E.
Titel	Team Teaching in an Introductory Course to Social Science.
Quelle	(1980), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Community Colleges; Course Evaluation; Course Organization; Discussion (Teaching Technique); Economics; Geography; Interdisciplinary Approach; Introductory Courses; Lecture Method; Minicourses; Nonmajors; Political Science; Program Descriptions; Social Sciences; Student Reaction; Teacher Developed Materials; Teacher Effectiveness; Teaching Methods; Team Teaching; Technical Education; Two Year Colleges + Suchen Sie Ihr Suchwort? Community college; Community College; Course organisation; Kurskonzept; Volkswirtschaftslehre; Geografie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Einführungskurs; Kurzlehrgang; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Schülerkritik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Technikunterricht
Abstract	Since Spring 1969, Prince George's Community College (Maryland) has offered a team-taught, interdisciplinary course incorporating economics, geography, and political science in an introduction to social science for technical education students. As the course was originally designed, each of the instructors of the three disciplines was given a three-week period to present his/her material. Lectures were augmented by small group discussions which, during the last weeks of the semester, utilized role-playing in studying urban problems. The departure and replacement of two of the three instructors contributed to a course reorganization, utilizing a thematic approach, which resulted in a series of minicourses. Student response to this approach was very negative; complaints were registered about the enormous amount of material presented, the lack of continuity of the course, and the boring, poorly used textbook. In 1974, a new team took charge of the course and decided to: (l) combine all students in a large lecture class and provide for small discussion groups before exams; (2) reorganize the course content around interdisciplinary themes, beginning with an introduction to social science and proceeding to local, national, and international problems; and (3) write an original textbook which paralleled the lectures. Though students remained unenthusiastic about taking the course, their evaluations were more positive. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01