000 | 10584nam a22019931i 4500 | ||
---|---|---|---|
001 | 8306843 | ||
003 | IEEE | ||
005 | 20200413152930.0 | ||
006 | m eo d | ||
007 | cr cn |||m|||a | ||
008 | 180330s2018 caua fob 001 0 eng d | ||
020 |
_a9781681732947 _qebook |
||
020 |
_a9781681732930 _qpaperback |
||
024 | 7 |
_a10.2200/S00830ED1V01Y201802ENG029 _2doi |
|
035 | _a(CaBNVSL)thg00975825 | ||
035 | _a(OCoLC)1029878385 | ||
040 |
_a _aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL |
||
050 | 4 |
_aT65.3 _b.H494 2018 |
|
082 | 0 | 4 |
_a620.0071/1 _223 |
100 | 1 |
_aHeywood, John, _d1930- _eauthor. |
|
245 | 1 | 0 |
_aEmpowering professional teaching in engineering : _bsustaining the scholarship of teaching / _cJohn Heywood ; foreword by Arnold Pears. |
264 | 1 |
_aSan Rafael, California (1537 Fourth Street, 1537 Fourth Street, San Rafael, CA 94901 USA) : _bMorgan & Claypool Publishers, _c[2018] |
|
300 |
_a1 PDF (xxi, 223 pages) : _billustrations. |
||
336 |
_atext _2rdacontent |
||
337 |
_aelectronic _2isbdmedia |
||
338 |
_aonline resource _2rdacarrier |
||
490 | 1 |
_aSynthesis lectures on engineering, _x1939-523X ; _v#29 |
|
538 | _aMode of access: World Wide Web. | ||
538 | _aSystem requirements: Adobe Acrobat Reader. | ||
500 | _aPart of: Synthesis digital library of engineering and computer science. | ||
504 | _aIncludes bibliographical references and indexes. | ||
505 | 0 | _a1. 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 | |
505 | 8 | _a2. "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 | |
505 | 8 | _a3. 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 | |
505 | 8 | _a4. 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 | |
505 | 8 | _a5. 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 | |
505 | 8 | _a6. 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 | |
505 | 8 | _a7. 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? | |
505 | 8 | _a8. 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 | |
505 | 8 | _a9. 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 | |
505 | 8 | _a10. Concept learning -- 10.1. Robert Gagné -- 10.2. Misperceptions -- 10.3. Using examples | |
505 | 8 | _a11. Complex concepts -- 11.1. Complex and fuzzy concepts -- 11.2. Staged development -- 11.3. Concept mapping and key concepts | |
505 | 8 | _a12. 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 | |
505 | 8 | _a13. Intelligence -- 13.1. IQ and its impact -- 13.2. Psychometric testing -- 13.3. Controversies | |
505 | 8 | _a14. Two views of competency -- 14.1. Nature vs. nurture : nature and nurture -- 14.2. Inside and outside competencies | |
505 | 8 | _a15. 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 | |
505 | 8 | _a16. 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. | |
506 | _aAbstract freely available; full-text restricted to subscribers or individual document purchasers. | ||
510 | 0 | _aCompendex | |
510 | 0 | _aINSPEC | |
510 | 0 | _aGoogle scholar | |
510 | 0 | _aGoogle book search | |
520 | 3 | _aEach 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. | |
530 | _aAlso available in print. | ||
588 | _aTitle from PDF title page (viewed on March 30, 2018). | ||
650 | 0 |
_aEngineering _xStudy and teaching (Higher) |
|
653 | _aaccountability | ||
653 | _aaction research | ||
653 | _aactive learning | ||
653 | _aadvanced organiser | ||
653 | _aaffective | ||
653 | _aanimation | ||
653 | _aanswerability | ||
653 | _aassessment | ||
653 | _aattitudes | ||
653 | _abeginning engineering educators | ||
653 | _acode of ethics | ||
653 | _acognitive dissonance | ||
653 | _acommunication | ||
653 | _acommunity | ||
653 | _acompetence | ||
653 | _acomplexity | ||
653 | _acognitive organisation | ||
653 | _acurriculum (design | ||
653 | _aparadigms | ||
653 | _aprocess) | ||
653 | _aconcept (cartoons | ||
653 | _aclusters | ||
653 | _ainventories | ||
653 | _akey | ||
653 | _amaps | ||
653 | _alearning) | ||
653 | _acontent (syllabus) | ||
653 | _aconvergent | ||
653 | _acreativity | ||
653 | _acritical thinking | ||
653 | _adebates | ||
653 | _adecision making | ||
653 | _adesign | ||
653 | _adiagnosis | ||
653 | _adiscipline (s) (of knowledge) | ||
653 | _adiscovery | ||
653 | _adivergent | ||
653 | _aeducational connoisseurship | ||
653 | _aevaluation | ||
653 | _aexaminations (tests) ,examples | ||
653 | _aexperts | ||
653 | _aexpository instruction | ||
653 | _ainstructional design | ||
653 | _aexpressive activities | ||
653 | _agrading | ||
653 | _aheuristic(s) | ||
653 | _aguided design | ||
653 | _ainquiry based learning | ||
653 | _ainstructor centred | ||
653 | _aintellectual development | ||
653 | _aintelligence (applied | ||
653 | _aemotional | ||
653 | _apractical | ||
653 | _aacademic) | ||
653 | _ainterdisciplinary | ||
653 | _akinesthetic activities | ||
653 | _aknowledge (fields of | ||
653 | _aforms of | ||
653 | _aprior procedural | ||
653 | _atacit | ||
653 | _aknowing) | ||
653 | _alaboratory work | ||
653 | _alanguage(s) | ||
653 | _alearner | ||
653 | _alearner centred | ||
653 | _alearning (active | ||
653 | _aindependent | ||
653 | _amodes of | ||
653 | _aperceptual | ||
653 | _asurface | ||
653 | _adeep | ||
653 | _astyles of ) | ||
653 | _alesson planning | ||
653 | _alectures | ||
653 | _alistening | ||
653 | _amediating response | ||
653 | _amemory | ||
653 | _amind maps | ||
653 | _amisperception | ||
653 | _amock trials | ||
653 | _amotivation | ||
653 | _anegotiate(ion),novice(s) | ||
653 | _aobjectives (behavioral/focussing) | ||
653 | _aoriginality | ||
653 | _aoutcomes | ||
653 | _aprinciples | ||
653 | _aprofessionalism (restricted/extended) | ||
653 | _areflection | ||
653 | _aReflective Judgment Interview | ||
653 | _apeer teaching/review | ||
653 | _apersonality types | ||
653 | _aphilosophies related to engineering education | ||
653 | _aPolya | ||
653 | _apractical reflection | ||
653 | _aqualitative thinking | ||
653 | _aquestions | ||
653 | _aquestioning | ||
653 | _ascholar academic ideology | ||
653 | _ascholarship of teaching | ||
653 | _asocial efficiency ideology | ||
653 | _asocial reconstruction ideology | ||
653 | _astages of development | ||
653 | _ataxonomies | ||
653 | _ateaching as research | ||
653 | _atests | ||
653 | _atesting | ||
655 | 0 | _aElectronic books. | |
700 | 1 |
_aPears, Arnold, _ewriter of foreword. |
|
776 | 0 | 8 |
_iPrint version: _z9781681732930 |
830 | 0 | _aSynthesis digital library of engineering and computer science. | |
830 | 0 |
_aSynthesis lectures on engineering ; _v#29. |
|
856 | 4 | 2 |
_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/servlet/opac?bknumber=8306843 |
999 |
_c562386 _d562386 |