CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Evaluating teaching in adult education
Tác giả
Martin J.B.; Collins R.A.
Năm xuất bản
2010
Source title
Encyclopedia of Information Communication Technologies and Adult Education Integration
Số trích dẫn
0
DOI
10.4018/978-1-61692-906-0.ch050
Liên kết
Tóm tắt
Teaching is the bedrock of the learning environment; however, few instructors receive formal instruction on how to teach. While the quality of teaching adults can be assessed in numerous ways, these authors used their experience of creating faculty development programs at small, liberal arts universities to discuss instructor selection, student ratings, mentorship, and peer review. Looking through the lens of formative assessment (evaluation for improvement rather than judgment) and faculty development, this chapter looks at creating a faculty evaluation system which will grow instructors. While many of the items discussed in this chapter could be used with full-time faculty, the focus for these authors is the adjunct community who teach in many adult education programs. © 2011, IGI Global.
Từ khóa
Tài liệu tham khảo
Angelo T.A., Cross K.P., Classroom Assessment Techniques: A Handbook for College Teachers, (1993); Bernstein D.J., Peer review and evaluation of intellectual work of teaching, Change, 40, 2, pp. 48-51, (2008); Carter V.K., Five steps to becoming a better peer reviewer, College Teaching, 56, 2, pp. 85-88, (2008); Cashin W.E., Students do rate different academic fields differently, Student Ratings of Instruction: Issues for Improve Practice. New Directions for Teaching and Learning, 43, pp. 113-121, (1990); Cashin W.E., Student ratings of teaching: Uses and misuses, Changing Practices in Evaluating Teaching, pp. 25-44, (1999); Daloz L., Mentor: Guiding the Journey of Adult Learners, (1999); Harroff P.A., Valentine T., Dimensions of program quality in web-based adult education, American Journal of Distance Education, 20, 1, pp. 7-22, (2006); Hativa N., Marincovich M., Disciplinary Differences in Teaching and Learning: Implications for Practice. New Directions for Teaching and Learning, 64, (1995); Knowles M., Self-directed Learning: A Guide for Learners and Teachers, (1975); Knowles M., The Modern Practice of Adult Education: From Pedagogy to Andragogy, (1980); Marincovich M., Using student feedback to improve teaching, Changing Practices in Evaluating Teaching, pp. 45-69, (1999); Schulte M., Efficient evaluation of online course facilitation: The "quick check" policy measure, The Journal of Continuing Higher Education, 57, 2, pp. 110-116, (2009); Scott P.A., Attributes of high-quality intensive courses, Accelerated Learning for Adults: The Promise and Practice of Intensive Educational Formats, pp. 29-38, (2003); Seldin P., The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/tenure Decisions, (1997); Seldin P., Changing Practices in Evaluating Teaching, (1999); Wagner T., The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need-and What We Can Do About It, (2008); Wlodkowski R., Kasworm C., Accelerated Learning for Adults: The Promise and Practice of Intensive Educational Formats. New Directions for Adult and Continuing Education, 97, (2003)
Nơi xuất bản
IGI Global
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus