Mode of access: World Wide Web.

System requirements: Adobe Acrobat Reader.

Part of: Synthesis digital library of engineering and computer science.

Includes bibliographical references and indexes.

1. Accountable to whom? Learning from beginning schoolteachers 1 -- 1.1. Introduction -- 1.2. Accountability in higher and engineering education -- 1.3. Accountability and evaluation in schools -- 1.4. Accountability and professionalism

2. "Oh that we the gift of God to see ourselves as others see us," Learning from beginning teachers 2 -- 2.1. Introduction -- 2.2. Recording one's class -- 2.3. Perceptual learning in the classroom -- 2.4. Elliot Eisner's concept of educational connoisseurship -- 2.5. Appendix

3. Toward a scholarship of teaching. Teaching as research -- 3.1. Introduction -- 3.2. The scholarship of teaching -- 3.3. Teaching and design -- 3.4. Teaching as research--an approach to scholarship -- 3.5. Appendix

4. Objectives and outcomes -- 4.1. The social efficiency ideology -- 4.2. The objectives movement -- 4.3. The taxonomy of educational objectives -- 4.4. Eisner's objections to the objectives approach -- 4.5. Instructional planning -- 4.6. Questioning, questions, and classroom management -- 4.7. Reconciliation : a conclusion

5. Problem solving, its teaching, and the curriculum process -- 5.1. Introduction -- 5.2. Definitions and approaches to teaching problem solving -- 5.3. Types of problem, difficulty, and complexity -- 5.4. Assessment, instruction, and objectives--the curriculum process -- 5.5. Difficulty in, and time for learning

6. Critical thinking, decision making, and problem solving -- 6.1. Introduction -- 6.2. Teaching a decision making heuristic -- 6.3. Qualitative strategies -- 6.4. Critical thinking -- 6.5. A category for problem solving? -- 6.6. Looking back over journeys 4, 5, and 6

7. The scholar academic ideology of the disciplines -- 7.1. Introduction -- 7.2. The received curriculum or the scholar academic ideology -- 7.3. The post Sputnik reform projects -- 7.4. Discovery (inquiry) based learning -- 7.5. Is Engineering a discipline?

8. Intellectual development -- 8.1. The spiral curriculum -- 8.2. Engineering and the school curriculum -- 8.3. Curriculum questions raised by Piaget's theory of cognitive development -- 8.4. Intellectual development : Perry and King and Kitchener

9. Organization for learning -- 9.1. Introduction -- 9.2. The "advanced organizer" -- 9.3. Using "advanced organizers" -- 9.4. Prior knowledge; memory -- 9.5. Cognitive organization -- 9.6. Mediating responses -- 9.7. Impact of K-12 and career pathways

10. Concept learning -- 10.1. Robert Gagné -- 10.2. Misperceptions -- 10.3. Using examples

11. Complex concepts -- 11.1. Complex and fuzzy concepts -- 11.2. Staged development -- 11.3. Concept mapping and key concepts

12. The learning centered ideology--how much should we know about our students? -- 12.1. Introduction -- 12.2. Communities of practice, communities that care -- 12.3. Learning styles -- 12.4. Convergent and divergent thinking -- 12.5. Kolb's theory of experiential learning -- 12.6. Felder-Solomon index of learning styles -- 12.7. Temperament and learning styles

13. Intelligence -- 13.1. IQ and its impact -- 13.2. Psychometric testing -- 13.3. Controversies

14. Two views of competency -- 14.1. Nature vs. nurture : nature and nurture -- 14.2. Inside and outside competencies

15. From IQ to emotional IQ -- 15.1. Introduction -- 15.2. Implicit theories of intelligence, formal, and unintended but supportive -- 15.3. Emotional intelligence -- 15.4. Practical intelligence

16. Social reconstruction -- 16.1. The fourth ideology -- 16.2. Constructive controversy -- 16.3. Debates -- 16.4. Mock trials -- 16.5. Turning the world upside down -- 16.6. A case study for conclusion.

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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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Title from PDF title page (viewed on March 30, 2018).