Thoughts on History, Tuning and the Scholarship of Teaching and Learning in the United States

Autor/in	Pace, David
Titel	Thoughts on History, Tuning and the Scholarship of Teaching and Learning in the United States
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 4, S.415-419 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216686508
Schlagwörter	History Instruction; Higher Education; Scholarship; Alignment (Education); Teaching Methods; Professional Associations; Change Agents; Change Strategies; Educational Practices + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scholarships; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Lösungsstrategie; Bildungspraxis
Abstract	The Tuning Movement and the scholarship of teaching and learning have each had a significant impact on teaching history in higher education in the United States. But the isolation of these initiatives from each other has lessened their potential impact. Interactions between the two might bring together the intellectual exploration of scholarship of teaching and learning and the activist engagement with practical challenges present in the U.S. Tuning Movement. The work of groups, such as the History Learning Project, could facilitate such interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01