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Empowering Professional Teaching in Engineering: Sustaining the Scholarship of T
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Condition:
Very Good
A book that has been read and does not look new, but is in excellent condition. No obvious damage to the book cover, with the dust jacket (if applicable) included for hard covers. No missing or damaged pages, no creases or tears, no underlining or highlighting of text, and no writing in the margins. Some identifying marks on the inside cover, but this is minimal. Very little wear and tear. See the seller’s listing for full details and description of any imperfections.
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Located in: Center Moriches, New York, United States
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eBay item number:405551072945
Item specifics
- Condition
- Book Title
- Empowering Professional Teaching in Engineering: Sustaining th
- ISBN
- 9781681732954
About this product
Product Identifiers
Publisher
Morgan & Claypool Publishers
ISBN-10
1681732955
ISBN-13
9781681732954
eBay Product ID (ePID)
27038614455
Product Key Features
Number of Pages
245 Pages
Publication Name
Empowering Professional Teaching in Engineering : Sustaining the Scholarship of Teaching
Language
English
Subject
Engineering (General), General, Teaching Methods & Materials / Science & Technology
Publication Year
2018
Type
Textbook
Subject Area
Technology & Engineering, Education
Series
Synthesis Lectures on Engineering Ser.
Format
Hardcover
Dimensions
Item Height
0.6 in
Item Weight
22.6 Oz
Item Length
9.2 in
Item Width
7.5 in
Additional Product Features
Intended Audience
Trade
Illustrated
Yes
Table Of Content
Foreword Preface and Introduction Acknowledgments Accountable to Whom? Learning from Beginning Schoolteachers 1 ""Oh that we the gift of God to see ourselves as others see us,"" Learning from Beginning Teachers 2 Toward a Scholarship of Teaching. Teaching as Research Objectives and Outcomes Problem Solving, Its Teaching, and the Curriculum Process Critical Thinking, Decision Making, and Problem Solving The Scholar Academic Ideology of the Disciplines Intellectual Development Organization for Learning Concept Learning Complex Concepts The Learning Centered Ideology--How Much Should We Know About Our Students? The Learning Centered Ideology--How Much Should We Know About Our Students? Intelligence Two Views of Competency From IQ to Emotional IQ Social Reconstruction Author's Biography Author Index Subject Index
Synopsis
Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes ""good teaching"". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction., Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used in this book to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice., Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching." The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction., Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction., Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes good teaching. The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.
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