Literaturnachweis - Detailanzeige
| Autor/in | Schultz, David M. |
|---|---|
| Titel | Constraints on Innovative Teaching in British Universities: An American Perspective |
| Quelle | In: InSight: A Journal of Scholarly Teaching, 14 (2019), S.88-98 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1933-4850 |
| Schlagwörter | Foreign Countries; Instructional Innovation; Instructional Effectiveness; Teacher Effectiveness; College Faculty; Undergraduate Students; Time to Degree; Theses; Supervision; Barriers; Feedback (Response); Educational Improvement; United Kingdom |
| Abstract | Effective teaching is often difficult to achieve because institutional frameworks and inertia -- unique to the British educational system -- inhibit teachers from being innovative. These challenges to more innovative teaching are the relatively short length of time to a degree, and the heavy institutional oversight of degree programs and individual courses. Also, the tradition of lack of regular feedback and failures in the supervision and marking of undergraduate dissertations also lead to a less-than-ideal educational experience. Fortunately, some of these challenges can be overcome and provide a better learning experience for students. (As Provided). |
| Anmerkungen | Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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