Teaching and learning in higher education : disciplinary approaches to educational enquiry / Elizabeth Cleaver, Maxine Lintern and Mike McLinden.
Material type:
TextPublisher: Los Angeles : SAGE, 2014Description: xxvi, 256 pages : illustrations (black and white) ; 25 cmContent type: text | still image Media type: unmediated Carrier type: volumeISBN: 9781446254639 (pbk.) :Subject(s): College teachingDDC classification: 378.1'7 Summary: In today's higher education climate academic staff are encouraged to focus not only on the up-to-date content of their teaching, but also to identify the most effective ways to engage students in learning, often alongside other key transferrable skills. This had led to a growing requirement for staff to adopt a scholarly approach to learning and teaching practice, and to undertake scholarship of learning and teaching as part of ongoing professional development. This text explores broad best practice approaches to undertaking enquiry into learning and teaching in higher education. It provides an introduction for staff who have been educated within a range of academic disciplines, often with high-level but very focused knowledge about, and understandings of, research processes to the potentially new world of educational enquiry.
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Paul Hamlyn Library | Paul Hamlyn Library | Floor 2 | 378.17 CLE (Browse shelf(Opens below)) | Available | 06106358 | |||
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Paul Hamlyn Library | Paul Hamlyn Library | Floor 2 | 378.17 CLE (Browse shelf(Opens below)) | Available | 06106366 |
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Includes bibliographical references and index.
In today's higher education climate academic staff are encouraged to focus not only on the up-to-date content of their teaching, but also to identify the most effective ways to engage students in learning, often alongside other key transferrable skills. This had led to a growing requirement for staff to adopt a scholarly approach to learning and teaching practice, and to undertake scholarship of learning and teaching as part of ongoing professional development. This text explores broad best practice approaches to undertaking enquiry into learning and teaching in higher education. It provides an introduction for staff who have been educated within a range of academic disciplines, often with high-level but very focused knowledge about, and understandings of, research processes to the potentially new world of educational enquiry.
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