PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2012 | nr 4 (39) | 84--116
Tytuł artykułu

Promocja praktyk wysokiego poziomu nauczania w szkolnictwie wyższym : nauka wyniesiona z doświadczeń Stanów Zjednoczonych

Warianty tytułu
Promoting High Quality Teaching Practices in Higher Education : Lessons Learned from the United States
Języki publikacji
PL
Abstrakty
Artykuł dotyczy problemów związanych z jakością kształcenia na uczelniach amerykańskich i sposobami jej podnoszenia. Wśród nich na czołowym miejscu autorzy wymieniają doświadczenia i umiejętności kadry dydaktycznej. (abstrakt oryginalny)
EN
The article discusses the issues connected with the quality of instruction at the US universities and the ways of raising this level. The authors focus their attention on the faculty members' experiences and skills. (original abstract)
Rocznik
Numer
Strony
84--116
Opis fizyczny
Twórcy
  • Western Michigan University, United States
autor
  • Western Michigan University, United States
  • University of Colorado at Boulder, USA
Bibliografia
  • ABET, (bez daty), ABET: History. Retrieved September 29, 2010, pobrane z http://www.abet.org/history.shtml Austin A.E., Understanding and assessing faculty cultures and climates, [w:] M.K. Kinnick, Providing useful information for dean and department chairs, Jossey-Bass, San Francisco 1994, s. 47-63. Beach A., Strategies to improve college teaching: The role of different levels of influence on faculty instructional practices, Michigan State University, East Lansing 2003.
  • Becher T., Kogan M., Process and structure in higher education, Routledge, London 1992.
  • Beichner R.J., (bez daty), SCALE-UP Web Site, Retrieved September 15, 2010, z http://www.ncsu.edu/per/scaleup.html
  • Beichner R.J., Bernold L., Burniston E., Dail P., Felder R., Gastineau J. i inni, Case study of the physics component of an integrated curriculum, "American Journal of Physics", 1999, 67 (7), s. 16-24.
  • Beichner R.J., Saul J.M., Abbott D.S., Morse J.J., Deardorff D.L., Allain R.J. i inni, The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project, 2007, w: E.F. Redish, P.J. Cooney, College Park, MD, American Association of Physics Teachers, pobrane 15 września 2010, z http://www.per-central.org/document/ServeFile.cfm?ID=4517
  • Beichner R.J., Saul J.M., Allain R.J., Deardorff D.L., Abbott D.S., Introduction to SCALE UP: Student-Centered Activities for Large Enrollment University Physics, Proceedings of the 2000 Annual meeting of the American Society for Engineering Education, 2000.
  • Berquist W.H., The four cultures of the academy: Insights and strategies for improving leadership in collegiate organizations, Jossey-Bass, San Francisco 1992.
  • Birnbaum R., How colleges work, Jossey-Bass, CA, San Francisco 1991.
  • Blackburn R.T., Lawrence J.H., Faculty at work: Motivation, expectation, satisfaction, Jossey-Bass, San Francisco 1995.
  • Bok D., Higher learning, Harvard University Press, MA, Cambridge 1986.
  • Bolman L.G., Deal T.E., Reframing organizations: Artistry, choice, and leadership, Jossey-Bass, CA, San Francisco 1991.
  • Borrego M., Froyd J.E., Hall T.S., Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments, "Journal of Engineering Education", 2010, 99(3), s. 185-207.
  • Brand M., Undergraduate education: Seeking the golden mean, "Educational Record", 1992, 73(4), s. 18-26.
  • Braxton J.M., Disciplines with an affinity for the improvement of undergraduate education, [w:] N. Hativa, M. Marincovich, Disciplinary differences in teaching and learning: Implications for practice, Jossey-Bass, San Francisco 1995, s. 59- 64.
  • Braxton J.M., Eimers M.T., Bayer A.E., The Implications of Teaching Norms for the Improvement of Undergraduate Education, "The Journal of Higher Education", 1996, 67(6), s. 603-625.
  • Burke W.W., Organizational Change: Theory and Practice, (D. Whetten), Sage Publications, Thousand Oaks 2002.
  • Bush V., Science The Endless Frontier, A Report to the President by Vannevar Bush, DC, Washington 1945, pobrane 25 września 2010, z http://www.nsf. gov/od/lpa/nsf50/vbush1945.htm
  • Calkins S., Light G., Promoting Learning Focused Teaching Through a Project Based Faculty Development Program, "To Improve the Academy", 2007, 26, s. 217-229.
  • Colbeck C.L., Assessing Institutionalization of Curricular and Pedagogical Reforms, "Research in Higher Education", 2002, 43 (4), s. 397-421.
  • Colbeck C.L., State policies to improve undergraduate teaching: Administrator and faculty responses, "Journal of Higher Education", 2002.
  • Committee on Science Engineering and Public Policy, Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future, The National Academies Press, DC, Washington 2006.
  • Connolly M.R., Bouwma-Gearhart J.L., Clifford M.A., The Birth of a Notion: The Windfalls and Pitfalls of Tailoring an SoTL-Like Concept to Scientists, Mathematicians, and Engineers, "Innovative Higher Education", 2007, 32(1), s. 19-34, pobrane z http://www.springerlink.com/content/t95wr9172716121h/
  • Cox M.D., A Department-Based Approach to Developing Teaching Portfolios: Perspectives for Faculty and Department Chairs, "Journal on Excellence in College Teaching", 1995, 6(1), s. 117-143.
  • Cox M.D., The development of new and junior faculty, w: W.A. Wright and Associates, Anker Publishing Company, MA, Bolton 1995, s. 283-310.
  • Crissey S.R., Educational Attainment in the United States: 2007, DC, Washington 2009, pobrane 10 września 2010, z http://www.census.gov/pro- d/2009pubs/p20- 560.pdf
  • Cuban L., How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research 1890-1990, Teachers College Press, New York 1999.
  • Dancy M.H., Henderson C., Pedagogical Practices and Instructional Change of Physics Faculty, "American Journal of Physics", 2010, 78(10), s. 1056-1063.
  • DeBoer G., A History of Ideas in Science Education: Implications for Practice, Columbia University Teachers College Press, New York 1991.
  • Deetz S.A., Tracy S.J., Simpson J.L., Leading Organizations Through Transition, Sage Publications, CA, Thousand Oaks 2000.
  • deJong T., Ferguson-Hessler M.G., Cognitive structures of good and poor novice problem solvers in physics, "Journal of Educational Psychology", 1986, 78, s. 279-288.
  • European Commission, Science Education Now: A Renewed Pedagogy for the Future of Europe, Office for Official Publications of the European Communities, Luxembourg 2007, pobrane 15 września 2010, z http://ec.europa. eu/research/science- society/document_library/pdf_06/report-rocard-on- science-education_en.pdf
  • Eylon B.S., Reif F., Effects of knowledge based organization on task performance, "Cognition and Instruction", 1984, 1, s. 5-44.
  • Fairweather J.S., Faculty reward structures: Toward institutional and professional homogenization, "Research in Higher Education", 1993, 34(5), s. 603-623.
  • Fairweather J.S., Beach A., Variation in faculty work within research universities: Implications for state and institutional Policy, "Review of Higher Education", 2002, 26(1), s. 97 -115.
  • Fensham P.J., Science Education Policy-Making: Eleven Emerging Issues, UNESCO, 2007, pobrane 15 września 2010, z http://unesdoc.unesco.org/image- s/0015/001567/156700e.pdf
  • Fixsen D.L., Naoom S.F., Friedman R.M., Wallace F., Implementation Research: A Synthesis of the Literature, Tampa, Florida 2005, University of South Florida, National Implementation Research Network, pobrane 5 czerwca 2009, z http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/
  • Gatewood C.W., Obourn E.S., Improving science education in the United States: A paper presented at the commonwealth conference on the teaching of science in schools, "Journal of Research in Science Teaching", 1(4), December 9-21, Ceylon 1963, s. 355-399.
  • Geiger R.L., The American University: A Reconnaissance for an Intellectual History, [w:] M.K. Cayton, P.W. Williams, Encyclopedia of American Cultural and Intellectual History, Charles Scribners and Sons, New York 2001.
  • Gibbs G., Coffey M., The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students, "Active Learning in Higher Education the Journal of the Institute for Learning and Teaching", 2004, 5(1), s. 87-100.
  • Hake R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, "American Journal of Physics", 1998, 66, s. 64-74.
  • Halloun I., Hestenes D., Interpreting VASS dimensions and profiles, "Science and Education", 1998, 7(6), s. 553-577.
  • Handelsman J., Ebert-May D., Beichner R.J., Bruns P., Chang A., DeHaan R. i inni, EDUCATION: Scientific Teaching, "Science", 2004, 304(5670), s. 521-522.
  • Hativa N., The department-wide approach to improving faculty instruction in higher education: A qualitative evaluation, "Research in Higher Education", 1995, 36(4), s. 377-413.
  • Hativa N., Goodyear P., Research on teacher thinking, beliefs, and knowledge in higher education: Foundations, status and prospects, w: N. Hativa, P. Goodyear, Kluwer, The Netherlands, Dordrecht 2002.
  • Henderson C., Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop, "American Journal of Physics", 2008, 76(2), s. 179-187, AAPT.
  • Henderson C., Dancy M.H., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics, "Physical Review Special Topics - Physics Education Research", 2007, 3(2), 020102.
  • Henderson C., Dancy M.H., Impact of physics education research on the teaching of introductory quantitative physics in the United States, "Physical Review Special Topics - Physics Education Research", 2009, 5(2), 020107.
  • Henderson C., Beach A., Finkelstein N.D., (w recenzji), Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, pobrane 1 października 2010, z http://homepages.wmich.edu /~chenders/Publications/Publications.htm
  • Henderson C., Beach A., Finkelstein N.D., (wkrótce), Four Categories of Change Strategies for Transforming Undergraduate Instruction, [w:] P. Tyn- jala, M.L. Stenstrom, M. Saarnivaara (eds.), Transitions, Transformations and Transgressions in Learning and Education.
  • Henderson C., Finkelstein N.D., Beach A., Beyond Dissemination in College science teaching: An Introduction to Four Core Change Strategies, "Journal of College Science Teaching", 2010, 39(5), s. 18-25.
  • Ho A., Watkins D., Kelly M., The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme, "Higher Education", 2001, 42, s. 143-169.
  • Honig M.I., Hatch T.C., Crafting Coherence: How Schools Strategically Manage Multiple, External Demands, "Educational Researcher", 2004, 33(8), s. 16-30.
  • Hutchinson J.R., Huberman M., Knowledge dissemination and use in science and mathematics education: A literature review, "Journal of Science Education and Technology", 1994, 3(1), s. 27-47.
  • Kember D., McKay J., Action research into the quality of student learning - A paradigm for faculty development, "Journal of Higher Education", 1996, 67(5), s. 528-554.
  • Kezar A.J., Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and Conceptualizations, ASHE-ERIC Higher Education Report, 2001, 28(4), s. 1- 162, pobrane 15 września 2010, z http://dx.doi.org/10.1002/aehe.2804
  • Kezar A.J., Eckel P.D., The Effect of Institutional Culture on Change Strategies in Higher Education: Universal Principles or Culturally Responsive Concepts?, "The Journal of Higher Education", 2002, 73(4), s. 435-460.
  • Knight R., Five Easy Lessons: Strategies for Successful Physics Teaching, Addi- son Wesley, San Francisco 2002.
  • Krockover G.H., Hepardson D.P., Eichinger D., Nakhleh M., Adams P.E., Reforming and Assessing Undergraduate Science Instruction Using Collaborative Action-Based Research Teams, "School Science and Mathematics", 2002, 102.
  • Lawson A.E., A review of research on formal reasoning and science teaching, "Journal of Research in Science Teaching", 1985, 22(7), s. 569- 617.
  • MacDonald R.H., Manduca C.A., Mogk D.W., Tewksbury B.J., Teaching Methods in Undergraduate Geoscience Courses: Results of the 2004 On the Cutting Edge Survey of U.S. Faculty, "Journal of Geoscience Education", 2005, 53(3).
  • Major C.H., Palmer B., Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge, "Higher Education", 2006, 51(4), s. 619-647.
  • Marbach-Ad G., Briken V., Frauwirth K., Gao L., Hutcheson S.W., Joseph S.W. i inni, A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology, "CBE life sciences education", 2007, 6(2), s. 155-62.
  • Massey W., Wilger A., Colbeck C., Department cultures and teaching quality: Overcoing "hollowed" collegiality, "Change", 1994, 26, s. 11-20.
  • Mazuzan G.T., The National Science Foundation: A Brief History, VA, Arlington 1994, pobrane 25 września 2010, z http://www.nsf.gov/about/history/ nsf50/nsf8816.jsp
  • McDuffie A.R., Graeber A.O., Institutional Norms and Policies That Influence College Mathematics Professors in the Process of Changing to Reform-Based Practices, "School Science and Mathematics" 2003, 103(7), s. 331-344.
  • Menges R.J., Shortcomings of research on evaluating and improving teaching in higher education, "New Directions for Teaching and Learning", 2000, 83, s. 5-11.
  • Menges R.J., Weimer M., Teaching on Solid Ground: Using Scholarship To Improve Practice, Jossey-Bass, San Francisco 1996.
  • Millar R., Students' understanding of the procedures of scientific enquiry, w: A. Tiberghien, E.L. Jossem, J. Barojas, International Commission on Physics Education, 1998.
  • National Academies, (bez daty), Project Information: Status, Contributions, and Future Directions of Discipline Based Education Research, pobrane 29 września 2010, z http://www8.nationalacademies.org/cp/projectview.aspx?key=49221
  • National Commission on Excellence in Education, A nation at risk: The imperative for educational reform, U.S. Government Printing Office, DC, Washington 1983, pobrane 10 września 2010, z http://www.ed.gov/pubs/ NatAtRisk/index.html
  • National Research Council, How People Learn: Brain, Mind, Experience, and^School, The National Academy Press, DC, Washington 1999.
  • National Research Council, Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of A Workshop, The National Academies Press, D.C., Washington 2003.
  • National Science Board, A National Action Plan for Addressing the Critical Needs of the US Science, Technology, Engineering, and Mathematics Education System, National Science Foundation, DC, Washington 2007.
  • National Science Foundation, (bez daty), National Science Foundation History, pobrane 15 września 2010, z http://www.nsf.gov/about/history/
  • National Science Foundation, Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology. A report on its review of undergraduate education by the advisory committee to the National Science Foundation Directorate for Education, National Science Foundation, VA, Arlington 1996.
  • National Science Foundation, Course, Curriculum, and Laboratory Improvement (CCLI): A solicitation of the Division of Undergraduate Education (DUE), National Science Foundation, VA, Arlington 2008, pobrane 25 czerwca 2010, z http://www.nsf.gov/pubs/2008/nsf08546/nsf08546.htm
  • Nonaka I., Takeuchi H., The Knowledge-Creating Company, Oxford UniversityPress, New York 1995.
  • Peterson M.W., Cameron K.S., Mets L.A., Jones P., Ettington D., The organizational context for teaching and learning: A review of the research literature, Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, 1986.
  • Peterson M., Anderson A., McLendon M., Park L., Tarbox S., Change and transformation in higher education: An annotated bibliography, 2001, pobrane 5 września 2010, z www.personal.umich.edu/~marvp/facultynetwork/ bibliography_files/bibliography.html
  • Piccinin S., Cristi C., McCoy M., The impact of individual consultation on student ratings of teaching, "International Journal for Academic Development", 1999, 42(2), s. 75-88.
  • Prosser M., Trigwell K., Understanding learning and teaching: The experience in higher education, St. Edmundsbury Press, Great Britain 1999.
  • Redish E.F., Saul J.M., Steinberg R.N., Student expectations in introductory physics, "American Journal of Physics", 1998, 66(3), s. 212 -224.
  • Reif F., Millikan Lecture 1994: Understanding and teaching important scientific thought processes, "American Journal of Physics", 1995, 63, s. 17-32.
  • Rogers E.M., Diffusion of innovations (4th), Free Press, New York 1995.
  • Saroyan A., Amundsen C., Rethinking teaching in higher education: from a course design workshop to a faculty development framework, Stylus Publishing, VA, Sterling 2004.
  • Seymour E., Hewitt N., Talking about Leaving: Why Undergraduates Leave the Sciences, Westview Press, CO, Boulder 1997.
  • Skoldberg K., Strategic changes in Swedish higher education, "Higher Education", 1991, 21(4), s. 551-572.
  • Spillane J.P., Standards Deviation: How Schools Misunderstand Educational Policy, Harvard University Press, MA, Cambridge 2004.
  • Stevenson C.B., Duran R.L., Barrett K.A., Colarulli G.C., Fostering Faculty Collaboration in Learning Communities: A Developmental Approach, "Innovative Higher Education", 2005, 30(1), s. 23-36.
  • Sunal D.W., Wright E.L., Day J.B., Reform in Undergraduate Science Teaching for the 21st Century, Information Age Publishing, Connecticut, Greenwich 2004.
  • Tierney W., Organizational culture in higher education: Defining the essentials, "Journal of Higher Education", 1988, 59(1), s. 2-21.
  • The White House, Remarks by the President on the "Education To Innovate" Campaign, 2009, pobrane 10 września 2010, z http://www.whitehouse.gov/ the-press-office/remarks- president-education-innovate-campaign
  • Tobias S., They're not dumb, they're different: Stalking the second tier, Research Corporation, AZ, Tucson 1990.
  • Van de Ven A.H., Poole M.S., Explaining Development and Change in Organizations, "The Academy of Management Review", 1995, 20(3), s. 510-540.
  • Van Driel J.H., Verloop N., Van Werven H.I., Dekkers H., Teachers' craft knowledge and curriculum innovation in higher engineering education, "Higher Education", 1997, 34, s. 105-122.
  • Walczyk J.J., Ramsey L.L., Use of learner-centered instruction in college science and mathematics classrooms, "Journal of Research in Science Teaching", 2003, 40(6), s. 566- 584.
  • Wandersee J.H., Mintzes J.J., Novak J.D., Research on alternative conceptions in science, w: D. Gabel, MacMillan, New York 1994, s. 177-210.
  • Weimer M., Learner-Centered Teaching: Five Key Changes to Practice, Jossey Bass, San Francisco 2002.
  • Weimer M., Lenze L.F., Instructional Interventions: A Review of the Literature on Efforts to Improve Instruction, w: J.C. Smart, Vol. VII, s. 294-333, Agathon Press, New York 1991.
  • Winter D., Lemons P., Bookman J., Hoese W., Novice Instructors and Student- Centered Instruction: Identifying and Addressing Obstacles to Learning in the College Science Laboratory, "The Journal of Scholarship of Teaching and Learning", 2001, 2(1), s. 15-42.
  • Wright W.A., Knight P.T., Pomerleau N., Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education, "Innovative Higher Education", 1999, 24(2), s. 89-103.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171302591

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.