What Happened to Research on College Teaching?
The article discusses possible problems on the research for college teaching in the U.S. The nature of effectiveness of the college teaching proves to be illusive, regardless of the many studies and considerable amounts of money invested to improve it. With this regard, all academic disciplines hide...
| Published in: | Journal of Teacher Education Vol. 31; no. 2; pp. 17 - 22 |
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| Format: | Article |
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Sage Publications Inc.
Mar/Apr1980
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19563794&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19563794 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224871 JTE jtl: Journal of Teacher Education issn: 00224871 maglogo: Y pubinfo: dt: Mar/Apr1980 vid: 31 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19563794 10.1177/002248718003100204 ppf: 17 ppct: 5 formats: tig: atl: What Happened to Research on College Teaching? aug: au: Mathias, B. Claude affil: Director, Center for the Teaching Professions, Northwestern University, Evanston, III su: College teaching Research Effective teaching College curriculum Curriculum Learning Students Teacher-student relationships United States sug: subj: United States College teaching Research Effective teaching College curriculum Curriculum Learning Students Teacher-student relationships ab: The article discusses possible problems on the research for college teaching in the U.S. The nature of effectiveness of the college teaching proves to be illusive, regardless of the many studies and considerable amounts of money invested to improve it. With this regard, all academic disciplines hide themselves with mysteries about how they are best taught. These mysteries can be examined by uncovering the act of teaching to examination that bares away the myths and recognize the illusions. The lack of empirical data about the relationships between the behavior of the teacher and student learning denotes that the problem of defining effective teaching is hindered. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
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