Literaturnachweis - Detailanzeige
| Autor/in | Dunn, Dana S. |
|---|---|
| Titel | Another View: In Defense of Vigor over Rigor in Classroom Demonstrations |
| Quelle | In: Teaching of Psychology, 35 (2008) 4, S.349-352 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| Schlagwörter | Stellungnahme; Editing; Scholarship; Instruction; Demonstrations (Educational); Teaching Methods; Higher Education; Publications; Psychology |
| Abstract | Scholarship of teaching and learning (SoTL) demands greater empirical rigor on the part of authors and the editorial process than ever before. Although admirable and important, I worry that this increasing rigor will limit opportunities and outlets for a form of pedagogical vigor--the publication of simple, experiential, but empirically unvalidated classroom demonstrations. I explain my concerns, offer reasons why validation is not always possible, discuss possible critiques of my position, and close with suggestions and a modest plea for maintaining this alternative form of SoTL. (Contains 2 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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