Franklin
Staff View
LEADER 08832cam a2200541 a 4500
005
20220609155746.0
008
041012s2009 enka b 001 0 eng
001
9946168853503681
015
a| GBA988307
2| bnb
016
7
a| 015363045
2| Uk
020
a| 9780230593855
q| cased
020
a| 0230593852
q| cased
020
a| 9780333962985
q| paperback
020
a| 0333962982
q| paperback
029
1
a| BWK
b| L9825097
029
1
a| NZ1
b| 13058168
029
1
a| AU@
b| 000044636422
035
a| (OCoLC)ocn429183403
035
a| (OCoLC)429183403
035
a| (PU)4616885-penndb-Voyager
040
a| UKM
b| eng
e| fobidrtb
c| UKM
d| YDXCP
d| BWK
042
a| ukblsr
049
a| PAUU
050
4
a| LB2331
b| .E68 2009
082
0
4
a| 378.125
2| 22
100
1
a| Entwistle, Noel James.
0| http://id.loc.gov/authorities/names/n50008847
245
1
0
a| Teaching for understanding at university :
b| deep approaches and distinctive ways of thinking /
c| Noel Entwistle.
264
1
a| Basingstoke :
b| Palgrave Macmillan,
c| 2009.
300
a| xiv, 203 pages :
b| illustrations ;
c| 24 cm.
336
a| text
b| txt
2| rdacontent
337
a| unmediated
b| n
2| rdamedia
338
a| volume
b| nc
2| rdacarrier
490
1
a| Universities into the 21st century
504
a| Includes bibliographical references and index.
505
0
0
g| 1
t| Teaching for Understanding in a Complex World
g| 1 --
t| Some initial propositions
g| 3 --
t| The relationship between teaching and learning
g| 3 --
t| The nature of educational research
g| 4 --
t| The structure of the book
g| 6 --
g| Part 1
t| How Students Learn
g| 9 --
g| Bridge into Chapter 2
t| Educational Psychology and Student Learning
g| 11 --
g| 2
t| Learning and the Influences on It
g| 13 --
t| Fundamental processes of learning
g| 13 --
t| Practice and feedback
g| 13 --
t| Attention and memory
g| 14 --
t| Conceptual development
g| 14 --
t| Rote and meaningful learning
g| 16 --
t| Learning processes in studying
g| 16 --
t| Influences on learning
g| 18 --
t| Previous knowledge and experience
g| 18 --
t| Abilities and learning styles
g| 19 --
t| Personality and motivation
g| 20 --
t| Thinking dispositions
g| 21 --
t| An alternative research paradigm
g| 22 --
t| Concluding summary
g| 23 --
g| Bridge into Chapter 3
t| The Impact of Approaches to Learning
g| 25 --
g| 3
t| How Students Learn and Study
g| 28 --
t| Concepts describing student learning
g| 28 --
t| Identity and self-confidence
g| 28 --
t| Personal and vocational aspirations
g| 30 --
t| Conceptions of knowledge and learning
g| 30 --
t| Approaches to learning
g| 33 --
t| Organized effort
g| 37 --
t| Cultural differences in learning and studying
g| 39 --
t| Students with disabilities
g| 40 --
t| Concluding summary
g| 40 --
g| Part 2
t| What is Learned
g| 43 --
g| Bridge into Chapter 4
t| Understanding Understanding - Or Do We?
g| 45 --
g| 4
t| The Nature of Academic Understanding
g| 48 --
t| Personal understanding
g| 48 --
t| Experience of developing and reaching an understanding
g| 49 --
t| The disposition to understand for oneself
g| 50 --
t| The construction and use of knowledge objects
g| 52 --
t| Making understanding visible through concepts maps
g| 54 --
t| Integrative personal understandings
g| 56 --
t| Target understanding across the disciplines
g| 57 --
t| Electronic engineering
g| 59 --
t| Biological sciences
g| 60 --
t| Economics
g| 61 --
t| History
g| 62 --
t| Media and communication studies
g| 63 --
t| Threshold concepts
g| 65 --
t| Concluding summary
g| 66 --
g| Part 3
t| How Academics Teach
g| 69 --
g| Bridge into Chapter 5
t| Evolving Approaches to Teaching
g| 71 --
g| 5
t| Ideas about Teaching and Learning
g| 74 --
t| Understanding pedagogy
g| 74 --
t| Contrasting beliefs and approaches
g| 74 --
t| The role of the university teacher
g| 78 --
t| What makes a good university teacher?
g| 78 --
t| Coping with contrasting roles and working within constraints
g| 81 --
t| Students' experiences of teaching
g| 82 --
t| Perceptions of lecturing
g| 82 --
t| Perceptions of discussion classes
g| 84 --
t| Perceptions of set work and assessment
g| 85 --
t| National reviews of teaching quality
g| 87 --
t| Concluding summary
g| 87 --
g| Bridge into Chapter 6
t| Teaching for Personal Understanding
g| 90 --
g| 6
t| Research into Teaching for Understanding
g| 92 --
t| The inner logic of the subject and its pedagogy
g| 92 --
t| Examples of subject-specific teaching focused on understanding
g| 95 --
t| Encouraging a deep approach to problem solving in electronic engineering
g| 95 --
t| Establishing the critical features of a concept in computer studies
g| 96 --
t| Helping students to understand threshold concepts in economics
g| 97 --
t| Using concept maps to develop integrative understanding in history
g| 99 --
t| The teaching-learning environment as a whole
g| 101 --
t| Congruence within a teaching-learning environment
g| 103 --
t| Examples of whole teaching-learning environments supporting understanding
g| 103 --
t| Teaching for understanding
g| 103 --
t| Powerful learning environments
g| 105 --
t| Designing a whole curriculum to encourage deep approaches
g| 106 --
t| Concluding summary
g| 107 --
g| Part 4
t| Providing Teaching and Assessment to Support Learning
g| 111 --
g| Bridge into Chapter 7
t| A Heuristic Model of Teaching and Learning
g| 113 --
g| 7
t| Research Guiding Teaching
g| 117 --
t| Student characteristics influencing learning
g| 117 --
t| Subject content and how it is taught
g| 118 --
t| Planning a course
g| 120 --
t| Beliefs about the role of the teacher
g| 120 --
t| Thinking about the subject and its pedagogy
g| 121 --
t| Target understanding and throughlines
g| 122 --
t| Selection and organization of course content
g| 124 --
t| Teaching that encourages thinking and understanding
g| 125 --
t| Giving an overview and monitoring delivery
g| 125 --
t| Arousing interest, explaining terms and encouraging understanding
g| 127 --
t| Exemplifying ways of thinking and practising
g| 131 --
t| Emphasizing critical features and patterns of variation
g| 132 --
t| Encouraging individual reflection and group discussion
g| 134 --
t| Being alert while teaching and showing empathy with students
g| 135 --
t| Technological aids, e-learning and blended learning
g| 137 --
t| Concluding summary
g| 139 --
g| Bridge into Chapter 8
t| Assessment the driver, but in which Direction?
g| 144 --
g| 8
t| Influences of the Learning Environment
g| 147 --
t| Institutional and departmental influences
g| 147 --
t| Teaching and learning cultures within course teams
g| 150 --
t| Course structure, organization and management
g| 151 --
t| Allocation of set work and feedback on it
g| 153 --
t| Formative and summative assessment
g| 157 --
t| Varieties of assessment
g| 159 --
t| Effects of assessment of study strategies
g| 161 --
t| Support for individual learning and studying
g| 161 --
t| Concluding summary
g| 162 --
g| Part 5
t| Monitoring the Effectiveness of Teaching
g| 167 --
g| Bridge into Chapter 9
t| Measuring Students' Approaches and Perceptions
g| 169 --
g| 9
t| Monitoring and Developing Teaching
g| 172 --
t| An evaluation questionnaire to monitor teaching
g| 172 --
t| Interviews to explore student learning
g| 174 --
t| Investigating the effectiveness of teaching
g| 177 --
t| Encouraging teaching development
g| 181 --
t| The scholarship of teaching
g| 184.
520
a| The nature of teaching at university is changing rapidly in Britain and other countries. As a result, university teachers are constantly called upon to re-evaluate the most efficient, effective and appropriate ways of teaching their subject areas. Teaching for Understanding at University explores, through research findings and professional experience, how university teaching influences student learning. Instead of focusing simply on teaching methods, it provides a critical consideration of why certain approaches are more likely than others to lead students towards more personally satisfying and academically acceptable understandings of the subject.
520
8
a| Drawing on a wide range of research, including a major study funded by the Teaching and Learning Research Programme (ESRC), the book presents a new way of thinking about university teaching that takes serious account of the differences between subject areas within higher education. It argues that there is an inner logic of the subject and its pedagogy linking specific disciplinary aims with the teaching most likely to support them, and shows how students' experiences can be used to guide effective teaching.
650
0
a| Learning and scholarship.
0| http://id.loc.gov/authorities/subjects/sh85075529
650
7
a| Learning and scholarship.
2| fast
0| http://id.worldcat.org/fast/994857
650
0
a| College teaching
z| Great Britain.
0| http://id.loc.gov/authorities/subjects/sh2009120692
650
7
a| College teaching.
2| fast
0| http://id.worldcat.org/fast/868201
651
7
a| Great Britain.
2| fast
0| http://id.worldcat.org/fast/1204623
650
0
a| Education, Higher
x| Research.
0| http://id.loc.gov/authorities/subjects/sh85041069
650
7
a| Education, Higher
x| Research.
2| fast
0| http://id.worldcat.org/fast/903093
830
0
a| Universities into the 21st century
0| http://id.loc.gov/authorities/names/no2004046629
902
a| MARCIVE 2022
945
a| 820622
b| 2009-10-20
c| 34.95
c| 33.2
g| 1
i| PromptCat
994
a| C0
b| PAU