Elizabeth Cleaver

Teaching and Learning in Higher Education

Disciplinary Approaches to Educational Enquiry

• Gebundenes Buch

Produktbeschreibung

This text explores best practice approaches to undertaking enquiry into learning and teaching in higher education for staff from all academic disciplines.

Produktdetails

• Verlag: SAGE Publications Ltd
• Seitenzahl: 344
• Erscheinungstermin: 28. Juli 2018
• Englisch
• Abmessung: 250mm x 175mm x 23mm
• Gewicht: 776g
• ISBN-13: 9781526409591
• ISBN-10: 1526409593
• Artikelnr.: 52821762

Autorenporträt

Prof. Elizabeth Cleaver is Professor of Learning and Teaching at the University of the West of England, UK (UWE) where she has built and leads the University's Academic Practice Directorate: the central hub for the support, development and enhancement of academic programmes and practice. Over a career spanning 23 years she has taught, written and researched in sociology and education. Her early academic career was in the discipline of sociology where she specialised in the area of youth transitions to adulthood (early works are published in name Kenyon). It was during this period that her interest in disciplinary teaching approaches, and the importance of not just thinking and researching sociologically, but teaching sociologically, began to grow. Following a six-year spell outside the HE sector, undertaking local and government-funded policy research and evaluations at NFER, she returned to higher education in 2008. This most recent stage of Elizabeth's career has focused on providing strategic leadership for curricular and pedagogic development and change in a range of contrasting higher education institutions.  Elizabeth is a Principal Fellow of the Higher Education Academy.

Inhaltsangabe

PART ONE: UNDERSTANDING EDUCATIONAL ENQUIRY
Chapter 1: What is educational enquiry and why is it important?
Chapter 2: What do I need to know before I read educational literature?
Chapter 3: How is educational literature evidenced and reviewed?
Chapter 4: What about ethics and safety?
Chapter 5: What kind of data should I collect and use?
Chapter 6: What about dissemination?
PART TWO: ENQUIRY IN THE DISCIPLINES
Chapter 7: Enquiry into learning and teaching in the physical sciences
Chapter 8: Enquiry into learning and teaching in mathematics and
engineering
Chapter 9: Enquiry into learning and teaching in the life sciences
Chapter 10: Enquiry into learning and teaching in arts and creative
practice
Chapter 11: Enquiry into learning and teaching in the humanities
Chapter 12: Enquiry into learning and teaching in the health professions
Chapter 13: Enquiry into learning and teaching in the professions: the case
of law
Chapter 14: Interdisciplinary enquiry into learning and teaching: lessons
from geography
Chapter 15: Enquiry into learning and teaching in the social sciences:
engaging with ethnographic research
Chapter 16: Developing and promoting a culture of critical enquiry within
higher education

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PART ONE: UNDERSTANDING EDUCATIONAL ENQUIRY
Chapter 1: What is educational enquiry and why is it important?
Chapter 2: What do I need to know before I read educational literature?
Chapter 3: How is educational literature evidenced and reviewed?
Chapter 4: What about ethics and safety?
Chapter 5: What kind of data should I collect and use?
Chapter 6: What about dissemination?
PART TWO: ENQUIRY IN THE DISCIPLINES
Chapter 7: Enquiry into learning and teaching in the physical sciences
Chapter 8: Enquiry into learning and teaching in mathematics and engineering
Chapter 9: Enquiry into learning and teaching in the life sciences
Chapter 10: Enquiry into learning and teaching in arts and creative practice
Chapter 11: Enquiry into learning and teaching in the humanities
Chapter 12: Enquiry into learning and teaching in the health professions
Chapter 13: Enquiry into learning and teaching in the professions: the case of law
Chapter 14: Interdisciplinary enquiry into learning and teaching: lessons from geography
Chapter 15: Enquiry into learning and teaching in the social sciences: engaging with ethnographic research
Chapter 16: Developing and promoting a culture of critical enquiry within higher education

Rezensionen

'This book makes a timely contribution to debate and developing practice in critical educational inquiry, specifically in the context of research intended to enhance teaching quality, both as a laudable aim in itself and in response to external drivers such as the TEF. The central thrust of the book acknowledges the challenges for non-HE researchers coping with the 'strange land of higher education studies' and the importance of locating academic research within the discipline as a starting point. The authors make a powerful case for critical inquiry as a means of building disciplinary and cross-disciplinary communities and its potential to drive institutional culture change.'

Fran Beaton