Assessment of the Higher Education Curriculum.

Autor/in	Ediger, Marlow
Titel	Assessment of the Higher Education Curriculum.
Quelle	(2000), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Behaviorism; Curriculum Evaluation; Educational Objectives; Educational Philosophy; Educational Psychology; Educational Quality; Evaluation Criteria; Existentialism; Experiments; Higher Education; Learning Experience; Preservice Teacher Education; Reflective Teaching; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Behaviourism; Behaviorismus; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Erziehungspsychologie; Pädagogische Psychologie; Quality of education; Bildungsqualität; Existenzialismus; Erprobung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document proposes that preservice teachers assess various learning philosophies to find methods that may be useful in teaching at the higher education level. In the first section of the paper ten broad principles of teaching are cited: developing and maintaining student interest; motivating learners; providing useful learning opportunities; making learning meaningful; making learning purposeful; attending to individual needs and differences; logical sequencing; instructor enthusiasm for learning; making learning enjoyable; and using appropriate assessment techniques that reveal how well the instructor is using these principles. The next sections of the paper discuss assessment of instructional objectives, and using learning activities to achieve objectives, noting that learning activities should be varied, inclusive, and based on student learning styles. Learning activities should also meet a hierarchy of student needs, be technologically up to date, emphasize experiential activities, and be governed by the philosophy of education. A final section of the paper discusses various philosophies of instruction, including experimentalism, idealism, existentialism, and behaviorism. (Contains 13 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC