Disciplinary Differences in Teaching and Learning: Implications for Practice: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning): No. 64 - Softcover

9780787999094: Disciplinary Differences in Teaching and Learning: Implications for Practice: New Directions for Teaching and Learning (J-B TL Single Issue Teaching and Learning): No. 64

Softcover

ISBN 10: 0787999091 ISBN 13: 9780787999094

Publisher: John Wiley &Sons, 1996

This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students' attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning.

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About the Author

NIRA HATIVA is professor in the School of Education, and faculty developer in the Natural Science and Engineering Departments at Tel Aviv University. In 1994–95, she was a visiting professor in the Department of Physics at Stanford University under a grant from the Peter and Helen Bing Fund for Teaching at Stanford. MICHELE MARINCOVICH is director of the Center for Teaching and Learning at Stanford University.

From the Back Cover

This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students′ attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.

From the Inside Flap

This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students′ attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.

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