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