Impact Teaching: Lead or Be Left behind

Autor/inn/en	Moss, Gisele; Dyson, Jeff; Flosi, Alicen
Titel	Impact Teaching: Lead or Be Left behind
Quelle	In: Journal of International Education Research, 7 (2011) 2, S.7-12 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Educational Needs; Teacher Effectiveness; Academic Achievement; Higher Education; College Faculty; Student Surveys; College Students; College Instruction; Student Improvement; Alignment (Education); Competition; Global Approach; Teaching Styles; Teacher Characteristics; Student Characteristics; Age Differences; Influence of Technology; Generational Differences + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Schülerbefragung; Collegestudent; Hochschullehre; Wettkampf; Globales Denken; Lehrstil; Unterrichtsstil; Age; Difference; Age difference; Altersunterschied
Abstract	This paper examines opportunities to improve student achievement by examining teaching effectiveness. It suggests practices that instructors use in their course delivery to encourage interest in the subject and create a connection between the subject and global competitiveness. This paper examines the challenges that post-secondary instructors face in course and class design for delivering impressionable and long-lasting academic instruction that gives students a competitive edge. Today's students must lead or be left behind. They face unique challenges and have different educational needs. Instructors must align courses with the requirements of the society of the future, which will demand new combinations of skills and abilities. Recognizing that student achievement is inextricably linked to teaching effectiveness, the authors surveyed students about their favorite professor and class and why that person and class were selected. Survey results were analyzed to identify effective teaching characteristics. (Contains 3 tables.) (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10