Voices from the Classroom

Reflections on Teaching and Learning in Higher Education
Herausgeber: Newton, Janice; Spencer, John; Sbrizzi, Susan; Rogers, Pat; Rehner, Jan; Ginsburg, Jerry

• Broschiertes Buch

Produktbeschreibung

Voices from the Classroom will have a broad appeal to the university teaching community across North America, facing common challenges in the twenty-first century.

---

Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: University of Toronto Press
• Seitenzahl: 384
• Erscheinungstermin: 1. Mai 2001
• Englisch
• Abmessung: 254mm x 178mm x 20mm
• Gewicht: 662g
• ISBN-13: 9781551930312
• ISBN-10: 1551930315
• Artikelnr.: 35669070

Autorenporträt

Edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer

Inhaltsangabe

Introduction: Responsibility, Respect, Research and Reflection in Higher
Education
SECTION I: POWER, DIVERSITY AND EQUITY IN THE CLASSROOM
Introduction
Part One: Student Voices
1. Gender, Power and Silence in the Classroom: Our Experiences Speak for
Themselves
2. Fog and Frustration: The Graduate Student Experience
3. 'Dissertation Dementia': Reflections on One Woman's Graduate Experience
Part Two: Teachers' Voices
1. Power in the Classroom
2. The University Classroom: From Laboratory to Liberatory Education
3. Diversity in the Classroom: Engagement and Resistance
4. Responsibility and Respect in Critical Pedagogy
5. Feminist Pedagogy: Paradoxes in Theory and Practice
6. Teaching 'Women and Men in Organizations': Feminist Pedagogy in the
Business School
7. Empowering Students Through Feminist Pedagogy
8. Heterosexism in the Classroom
9. DisABILITY in the Classroom: The Forgotten Dimension of Diversity?
10. Teaching Students with Learning Disabilities
11. Avoiding the Retrofitted Classroom: Strategies for Teaching Students
with Disabilities
12. Adult Students
13. English-as-a-Second-Language Students
SECTION II: THEORIES AND MODELS OF STUDENT LEARNING
Introduction
1. Teaching Styles/Learning Styles: The Myers Briggs Model
2. The Gregorc Model of Learning Styles
3. Student Development: From Problem-Solving to Problem-Finding
4. Using Theories about Student Learning to Improve Teaching
SECTION III: COURSE DESIGN
Introduction
1. Course Planning: From Design to Active Classroom
2. Developing and Teaching a Science Course: A Junior Faculty Member's
Perspective
3. The Dialectic of Course Development: I Theorize, They React... and Then?
4. Beyond Bare Facts: Teaching Goals in Science
5. 'Why Didn't He Just Say It?': Getting Students Interested in Language
SECTION IV: WORKING WITH GRADUATE STUDENTS
Introduction
1. Graduate Supervisory Practices
2. Working Together: The Teaching Assistant-Professor Relationship
3. Working with Teaching Assistants
4. Issues for International Teaching Assistants
SECTION V: ACADEMIC HONESTY
Introduction
1. Academic Dishonesty
2. Plagiarism and Student Acculturation: Strangers in the Strange Lands of
our Disciplines
3. Plagiarism and the Challenge of Essay Writing: Learning from our
Students
4. Honesty in the Laboratory
5. Electronic Plagiarism: A Cautionary Tale
SECTION VI: TEACHING AND LEARNING STRATEGIES
Introduction
Part One: Lecturing
1. Effective Lecturing Techniques
2. Improving Large-Class Lecturing
3. Improving Student Learning in Lectures
Part Two: Class Participation
1. Dead Silence... A Teacher's Nightmare
2. Evoking and Provoking Student Participation
3. Resistance in the Classroom
4. Computer-Mediated Communication: Some Thoughts about Extending the
Classroom
Part Three: Seminars, Tutorials and Small-Group Learning
1. Study Group Guide for Instructors and Teaching Assistants
2. Warm-Ups: Lessening Student Anxiety in the First Class
3. Small is Beautiful: Using Small Groups to Enhance Student Learning
4. Integrating Group Work into our Classes
5. Scrapbook Presentations: An Exercise in Collaborative Learning
6. The Field Walk
7. Teaching with Cases
8. Stages in Group Dynamics
9. The Joy of Seminars
10. The Office Hour: Not Just Crisis Management
11. Negotiating Power in the Classroom: The Example of Group Work
SECTION VII: ASSIGNMENTS AND EVALUATION
Introduction
Part One: Reading
1. When No One Has Done the Reading
2. A Strategy for Encouraging Students to do Readings
3. Telling a Book by Its Cover
4. The Sherlock Holmes Approach to Critical Reading (Or How to Help
Students Become Good 'Detextives')
Part Two: Research Essays and Other Writing Assignments
1. Sequencing Assignments
2. An Experiment in Writing and Learning Groups
3. Paper Chase: The Sequel
4. Working with Students' Writing
5. What Happens After You Say, 'Please Go to the Writing Centre?'
Part Three: Grading and Evaluation
1. Evaluating Student Writing: Problems and Possibilities
2. Fast, Fair and Constructive: Grading in the Mathematical Sciences
3. An Individualized Approach to Teaching and Evaluation
4. The Norwegian Motivator, or How I Make Grading Work for Me and My
Students
SECTION VIII: DEVELOPING AND ASSESSING YOUR TEACHING
Introduction
Part One: Classroom Assessment
1. Improving Student Learning Through Feedback: Classroom Assessment
Techniques
2. The One-Minute Paper... Two Success Stories
3. Developing the One-Minute Paper
Part Two: Mid-Course Evaluation
1. Formative Evaluation Surveys
2. Facilitating Student Feedback
3. Feedback Strategies
Part Three: Collegial Consultation
1. Peer Pairing
2. Peer Pairing in French Studies
Part Four: Teaching Evaluation Guide
Part Five: Teaching Documentation Guide
Contributors