Teaching for Effective Learning in Higher Education

N. Hativa

ISBN 10: 0792368436 / ISBN 13: 9780792368434

Published by Springer Netherlands, Springer, 2001

About this Item

Druck auf Anfrage Neuware - Printed after ordering - Research on teaching in higher education shows that students who are well taught learn more than students who are poorly taught, and there are some teaching behaviors and strategies that are consistently associated with good teaching. This book identifies these strategies and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. By presenting teaching as a logical structure of interconnected behaviors whose contribution to student learning is based on theory and research, the book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work. The book provides extensive practical advice that is based on the vast experience of the author as an instructional consultant and on research on accomplished teachers, taken from the domains of education, psychology, and speech communication. The practical ideas are separated from the theoretical part in a way that makes them easily identifiable. The book also puts forth the voice of the students through authentic comments that they wrote in thousands of instructor-evaluation forms that the author collected over many years.

Seller Inventory # 9780792368434

Bibliographic Details

• Title: Teaching for Effective Learning in Higher Education
• Publisher: Springer Netherlands, Springer
• Publication Date: 2001
• Language: English
• ISBN 10: 0792368436
• ISBN 13: 9780792368434
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 240W x 160H x 22D millimeters 240 millimeters width by 160 millimeters height by 22 millimeters depth
• Weight: 643 grams

About this title

Synopsis

Research on teaching in higher education shows that students who are well taught learn more than students who are poorly taught, and there are some teaching behaviors and strategies that are consistently associated with good teaching. This book identifies these strategies and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. By presenting teaching as a logical structure of interconnected behaviors whose contribution to student learning is based on theory and research, the book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work.

The book provides extensive practical advice that is based on the vast experience of the author as an instructional consultant and on research on accomplished teachers, taken from the domains of education, psychology, and speech communication. The practical ideas are separated from the theoretical part in a way that makes them easily identifiable.

The book also puts forth the voice of the students through authentic comments that they wrote in thousands of instructor-evaluation forms that the author collected over many years.