Literaturnachweis - Detailanzeige
| Autor/in | Fincher, Cameron |
|---|---|
| Institution | Georgia Univ., Athens. Inst. of Higher Education. |
| Titel | Defining and Appraising Scholarship. IHE Perspectives. |
| Quelle | (2000), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Definitions; Educational Innovation; Educational Technology; Higher Education; Instructional Effectiveness; Scholarship; Teaching Methods; Undergraduate Students |
| Abstract | Given past difficulties in reforming undergraduate education through instructional innovation, recent technological innovations pose serious problems in current efforts to define scholarship more adequately and to appraise its quality as reflected in classroom instruction. The appraisal of scholarship becomes even more of a problem as the quality of scholarship is visibly diminished. Scholarly teaching, the scholarship of teaching, and scholarship in general are in need of unifying, organizing, and recognizing substantive concepts and principles that lead to the improvement of undergraduate education by teaching effectively. Some premises for defining and appraising scholarship are outlined. These are based on the concepts that defining and appraising scholarship is a deliberative process and that there are no irredeemable differences between scholarly research and scientific research. Systematic and objective research on teaching implies an implicit theory of instruction. Scholarship should be appraised for its substance, content, and intrinsic value, and neither the scholarship of teaching nor the professionalization of college teachers will suffice without sustained scholarly inquiry into the nature of scholarship itself. (SLD) |
| Anmerkungen | For full text: http://www.uga.edu/ihe/pubs.htm/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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