Who Owns Teaching?

Sonst. Personen	Zemsky, Robert (Hrsg.)
Institution	Knight Higher Education Collaborative, Philadelphia, PA.
Titel	Who Owns Teaching?
Quelle	10 (2002) 4, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Objectives; Higher Education; Learning; School Responsibility; School Role; Stakeholders; Teacher Role; Teaching Methods; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching; Lehrberuf
Abstract	This report discusses the exploration of teaching that occurred in the Knight Collaborative National Roundtable on Teaching held in the summer of 2001. The participants were almost entirely family members from a range of disciplines and institutions. All participants shared a deep commitment to teaching, but the question who owns teaching? elicited much discussion. While teaching remains central to the educational mission, it often lacks a strong foundation as a subject of common engagement within the academy. Teaching has many stakeholders. High-stakes testing has become a central feature in the landscape of many states, one of the results when the public decides that it owns teaching. The world of mass entertainment is more definitive of society than what happens in the classroom, at least in part because higher education has not pursued a definition of who owns teaching and learning. The higher education community needs to define in its own terms where both the individual and the shared responsibilities for teaching lie. Recommendations are provided to help bring this about: (1) define clear goals of what teaching seeks to achieve; (2) structure the deals to achieve the ends that institutions seek; (3) create consortial movements among higher education institutions to preserve fair use; and (4) build and sustain a more active and visible community and culture of evidence around good teaching. (SLD)
Anmerkungen	Knight Higher Education Collaborative, Institute for Research on Higher Education, University of Pennsylvania, 4200 Pine Street, 5A, Philadelphia, PA 19104-4090. Tel: 215-898-4585; e-mail: pp-requests@irhe.upenn.edu. For full text: http://www.irhe.upenn.edu/pubs.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01