Teaching and Learning in Higher Education

Disciplinary Approaches to Educational Enquiry
Langbeschreibung
This text explores best practice approaches to undertaking enquiry into learning and teaching in higher education for staff from all academic disciplines.
Inhaltsverzeichnis
PART ONE: UNDERSTANDING EDUCATIONAL ENQUIRYChapter 1: What is educational enquiry and why is it important?Chapter 2: What do I need to know before I read educational literature?Chapter 3: How is educational literature evidenced and reviewed?Chapter 4: What about ethics and safety?Chapter 5: What kind of data should I collect and use?Chapter 6: What about dissemination?PART TWO: ENQUIRY IN THE DISCIPLINESChapter 7: Enquiry into learning and teaching in the physical sciencesChapter 8: Enquiry into learning and teaching in mathematics and engineeringChapter 9: Enquiry into learning and teaching in the life sciencesChapter 10: Enquiry into learning and teaching in arts and creative practiceChapter 11: Enquiry into learning and teaching in the humanitiesChapter 12: Enquiry into learning and teaching in the health professionsChapter 13: Enquiry into learning and teaching in the professions: the case of lawChapter 14: Interdisciplinary enquiry into learning and teaching: lessons from geographyChapter 15: Enquiry into learning and teaching in the social sciences: engaging with ethnographic researchChapter 16: Developing and promoting a culture of critical enquiry within higher education
Prof. Elizabeth Cleaver is Professor of Learning and Teaching at the University of the West of England, UK (UWE) where she has built and leads the University's Academic Practice Directorate: the central hub for the support, development and enhancement of academic programmes and practice. Over a career spanning 23 years she has taught, written and researched in sociology and education. Her early academic career was in the discipline of sociology where she specialised in the area of youth transitions to adulthood (early works are published in name Kenyon). It was during this period that her interest in disciplinary teaching approaches, and the importance of not just thinking and researching sociologically, but teaching sociologically, began to grow. Following a six-year spell outside the HE sector, undertaking local and government-funded policy research and evaluations at NFER, she returned to higher education in 2008. This most recent stage of Elizabeth's career has focused on providing strategic leadership for curricular and pedagogic development and change in a range of contrasting higher education institutions.  Elizabeth is a Principal Fellow of the Higher Education Academy.
ISBN-13:
9781526409607
Veröffentl:
2018
Erscheinungsdatum:
28.07.2018
Seiten:
344
Autor:
Elizabeth Cleaver
Gewicht:
595 g
Format:
244x170x19 mm
Sprache:
Englisch

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