Literaturnachweis - Detailanzeige
| Autor/in | Brown, Prudence R. |
|---|---|
| Titel | What Tutors Bring to Course Design: Introducing Political and Policy Theories to Disengaged Students |
| Quelle | In: Teaching Public Administration, 38 (2020) 1, S.12-23 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Brown, Prudence R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-7394 |
| DOI | 10.1177/0144739419858682 |
| Schlagwörter | Tutors; Learner Engagement; Active Learning; Case Method (Teaching Technique); Political Science; Public Policy; Introductory Courses; Foreign Countries; Curriculum Development; College Freshmen; Theories; Synchronous Communication; Australia |
| Abstract | This article provides a case study of tutor's reflection on practice leading to a different approach to teaching an introductory course on politics and policy at a major Australian university, aimed at better reaching disengaged students. The overhaul led to higher levels of constructive student engagement in the tutorials, resulting in improved student and learning outcomes. Tutors, with their broad face-to-face and individual contact, have the means to assess student engagement and understanding in ways not always available to lecturers. As such, they can support holistic curriculum development if they are seen as relevant stakeholders in this process. The article demonstrates the value of seeing tutorials and tutors as an integral consideration in curriculum development. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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