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OverviewFull Product DetailsAuthor: Carolin Kreber (University of Edinburgh, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 17.80cm , Height: 1.80cm , Length: 25.40cm Weight: 0.660kg ISBN: 9780415965200ISBN 10: 0415965209 Pages: 270 Publication Date: 17 September 2008 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"@contents:Part I. Introduction: Setting the context Chapter One: Supporting Student Learning in the Context of Diversity, Complexity and Uncertainty, Carolin Kreber Chapter Two: The Modern Research University and its Disciplines: The Interplay between Contextual and Context-transcendent Influences on Teaching, Carolin Kreber Part II. Disciplines and their epistemological structure Chapter Three (research-based): The Commons: Disciplinary and Interdisciplinary Encounters, Janet Donald Chapter Four (reactive): Academic Disciplines: Homes or Barricades?, Gary Poole Chapter Five (reactive): Hard and Soft – A Useful Way of Thinking about Disciplines? Reflections from Engineering Education on Disciplinary Identities, Bob Matthew and Jane Pritchard Part III. Ways of thinking and practicing Chapter Six (research-based): Ways of Thinking and Practicing in Biology and History: Disciplinary Aspects of Teaching and Learning Environments, Dai Hounsell and Charles Anderson Chapter Seven (reactive): Exploring Disciplinarity in Academic Development: Do ""Ways of Thinking and Practicing"" Help Higher Education Practitioners to Think about Learning and Teaching?, Nicola Reimann Chapter Eight (reactive): Opening History’s ""Black Boxes"": Decoding the Disciplinary Unconscious of Historians, David Pace Part IV. Exploring disciplinary teaching and learning from a socio-cultural perspective Chapter Nine (research-based) : Guiding Students into a Discipline: The Significance of the Teacher, Andy Northedge and Jan McArthur Chapter Ten (reactive): Diverse Student Voices within Disciplinary Discourses, Jan McArthur Chapter Eleven (reactive): Guiding Students into a Discipline: The Significance of the Student’s View, Lewis Elton Part V. Learning partnerships in disciplinary learning Chapter Twelve (research-based): Educating Students for Self-authorship: Learning Partnerships to Achieve Complex Outcomes , Marcia Baxter Magolda Chapter Thirteen (reactive): Supporting Student Development in and beyond the Disciplines: the Role of the Curriculum, Alan Jenkins Chapter Fourteen (reactive): Constraints to Implementing Learning Partnership Models and Self-Authorship in the Arts and Humanities, Vicky Gunn Part VI. Disciplines and their interactions with Teaching and Learning Regimes Chapter Fifteen (research-based): Beyond Epistemological Essentialism: Academic Tribes in the21st Century, Paul Trowler Chapter Sixteen (reactive): Exploring Teaching and Learning Regimes in Higher Education Settings, Joelle Fanghanel Chapter Seventeen (reactive): Teaching and Learning Regimes from within – Significant Networks as a Locus for the Social Construction of Teaching and Learning, Torgny Roxa and Katarina Martensson Part VII. General observations on previous themes Chapter Eighteen: Assessment for Career and Citizenship, Mantz Yorke Chapter Nineteen: Teaching within and beyond Disciplinary Boundaries: The Challenge for Faculty, Velda McCune"ReviewsProfessor Kreber draws on an impressive array of scholars and practitioners from the UK, Europe, the US and Canada to explore the central question: are academic disciplines up to the task of preparing undergraduates for life, work and civic engagement in today's complex, uncertain world? This wide-ranging and challenging concern is explored from a number of perspectives which go far beyond the oft-rehearsed notions of graduate attributes. --Fran Beaton, ESCalate, February 11, 2009 ...Professionals who have the responsibility to ponder the nature of higher education in the twenty-first century will find a provocative and rewarding basis for their work here. --Max Oromaner, Education Review (November 2009) This book is an instructive treasure chest and it can, indeed, help us open up our sense of who we are and who our students might become. Thinking through these issues forces us to think deeply and theoretically about our field in new ways. --Teaching Theology and Religion <p> Professor Kreber draws on an impressive array of scholars and practitioners from the UK, Europe, the US and Canada to explore the central question: are academic disciplines up to the task of preparing undergraduates for life, work and civic engagement in today's complex, uncertain world? This wide-ranging and challenging concern is explored from a number of perspectives which go far beyond the oft-rehearsed notions of graduate attributes. --Fran Beaton, ESCalate, February 11, 2009<p>. ..Professionals who have the responsibility to ponder the nature of higher education in the twenty-first century will find a provocative and rewarding basis for their work here. --Max Oromaner, Education Review (November 2009)<p> Professor Kreber draws on an impressive array of scholars and practitioners from the UK, Europe, the US and Canada to explore the central question: are academic disciplines up to the task of preparing undergraduates for life, work and civic engagement in today's complex, uncertain world? This wide-ranging and challenging concern is explored from a number of perspectives which go far beyond the oft-rehearsed notions of graduate attributes. --Fran Beaton, ESCalate, February 11, 2009 ...Professionals who have the responsibility to ponder the nature of higher education in the twenty-first century will find a provocative and rewarding basis for their work here. --Max Oromaner, Education Review (November 2009) This book is an instructive treasure chest and it can, indeed, help us open up our sense of who we are and who our students might become. Thinking through these issues forces us to think deeply and theoretically about our field in new ways. --Teaching Theology and Religion Author InformationUniversity of Edinburgh, UK Tab Content 6Author Website:Countries AvailableAll regions |
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