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The Scholarship of Teaching and Learning in Higher Education An Evidence-Based Perspective

Published by Springer
ISBN 10: 1402049447 / ISBN 13: 9781402049446
New / Hardcover / Quantity Available: 20
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About the Book

Bibliographic Details


Title: The Scholarship of Teaching and Learning in ...

Publisher: Springer

Binding: Hardcover

Book Condition: New

Book Type: Hardcover

Description:

Hardcover. 814 pages. Dimensions: 9.5in. x 6.1in. x 2.0in.Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9781402049446

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Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.

From the Back Cover:

Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East, and the USA to critically assess teaching and learning issues that cut across most disciplines. In addressing long-standing and newly emerging issues, the researchers examine the scientific evidence on what constitutes effective teaching in college classrooms, on the psychometric integrity of measures of teaching effectiveness, and on the use of such measures for tenure, promotion, and salary decisions.

Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, the book deals with the nexus between knowledge production by researchers and knowledge utility for end-users made up of classroom instructors, department heads, deans, directors, and policymakers. The book will appeal to researchers interested in teaching and learning, faculty members developing evidence-based pedagogical practices, academic administrators and policymakers responsible for instituting teaching and learning protocols, and faculty development officers promoting the effective teaching practices.

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