Taking Teaching Seriously.

Autor/in	Cross, K. Patricia
Titel	Taking Teaching Seriously.
Quelle	(1986), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Classroom Research; College Faculty; College Instruction; Educational Objectives; Educational Quality; Higher Education; Instructional Improvement; Productivity; Professional Recognition; Research Projects; Student Evaluation of Teacher Performance; Teacher Effectiveness; Teacher Responsibility; Teaching (Occupation); Writing for Publication + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Produktivität; Forschungsvorhaben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrverpflichtung; Teaching; Lehrberuf
Abstract	Perspectives on good teaching at the college level are offered. Some evidence exists that students' retention of lecture material is poor. One promising approach is the Personalized System of Instruction, which emphasizes student involvement, high expectations, and assessment and feedback. Some faculty members now focus on recall and comprehension and do not require students to develop skills in analysis, synthesis, and evaluation. A problem exists when colleges whose mission is primarily teaching and student development turn to faculty publishing as the route to academic distinction. Good teaching is the first ingredient of quality education, and colleges need to find ways to encourage and reward good teaching. Research on student evaluations of teacher performance consistently indicates that: there is general agreement among students and faculty on the effectiveness of teachers; judgments by students about teachers persist and are replicated years after they graduate; and students' ratings positively correlate with the amount of student learning. It is proposed that research on teaching and learning be done by classroom teachers (classroom researchers), especially at teaching institutions. Advantages of this proposal are discussed, and external factors that have focused attention on the quality of instruction are also identified. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01