Part-Time Faculty in American Higher Education
Part-Time Faculty in American Higher Education
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美国高等教育兼职教师
DOI：
10.1080/00221546.1983.11778189
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发表时间：
1982
期刊：
影响因子：
--
通讯作者：
G. M. Gunne
中科院分区：
文献类型：
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作者：
H. Tuckman;D. Leslie;S. Kellams;G. M. Gunne
十年来，大量关于学术变革的研究指出了一个主要的发现：最精心构思的课程变革计划往往失败，因为变革的支持者未能影响变革过程的动态。强有力的变革思想必须体现在有效的战略中，以介绍这些思想并使其成为现实。第三个限制是，作者经常用意见来代替关于各种方案设计和实践的有效性的研究结果，即使在文献中有相关发现的情况下也是如此。由于对大学课程的实证研究的缺乏，作者在这方面的责任并不容易履行。尽管如此，他们的许多主张值得更好的支持。在很多方面，这些局限性表明需要对大学课程进行研究，甚至为这样的议程指明了方向。具体而言，这一议程应包括：审查知识与课程结构和内容之间的关系;研究变革过程和课程设计在实现课程变革方面的相互作用;最重要的是，研究替代方案设计、实践和各种课程成果之间的关系。使用与自由裁量意识到其局限性，这本书应该证明相当大的帮助，那些关心提高大学课程的有效性。它描绘了一个全面的框架，建议如何使用的方法，并提供了数以百计的创新课程实践有趣的例子。简而言之，这本书可以作为一个强大的工具，正确地理解，重新审视现有的计划，并帮助带来明智的规划本科课程。
Book Reviews 237 decade, a substantial body of research on academic change has pointed to one major finding: the most carefully conceived plans for curricular change have often failed because proponents of change failed to influence the dynamics of the change process. Powerful ideas for change must be embodied in effective strategies for introducing those ideas and bringing them to fruition. A third limitation is that the authors frequently substitute opinion for research findings regarding the effectiveness of various program designs and practices, even in those instances in which there are pertinent findings in the literature. Owing to the paucity of empirical research on the college curriculum, the authors' responsibility in this area is not easily discharged. Nevertheless, many of their assertions deserve better support.In many ways, these limitations suggest the need for research on the college curriculum and even suggest directions for such an agenda. Specifically, that agenda should include: an examination of the relationship between knowledge and both the structure and the content of the curriculum; research on the interplay between change processes and curriculum design in bringing about curriculum change; and, above all, research on the relationship between alternative program designs, practices, and various curricular outcomes. Used with a discretionary awareness of its limitations, this book should prove of considerable help to those concerned with improving the effectiveness of the college curriculum. It delineates a comprehensive framework, suggests how the approach can be used, and provides literally hundreds of interesting examples of innovative curricular practices. In short, this book can serve as a powerful toolproperly understood-for reexamining existing programs and helping to bring about informed planning of the undergraduate curriculum.