Sustaining Student and Faculty Success: A Model for Student Learning and Faculty Development
Sustaining Student and Faculty Success: A Model for Student Learning and Faculty Development
复制标题
维持学生和教师的成功：学生学习和教师发展的模型
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Paul W. Ranieri
中科院分区：
文献类型：
--
作者：
David W. Concepcíón;M. Holtzman;Paul W. Ranieri
我们开始这篇文章的一个简短的描述四年的多学科教师的发展项目，我们参与。在描述了该项目的一些成功之后，我们认为我们的方法中有三个要素是项目参与者促进学生学习的不可或缺的：（1）学习问题，学科专业知识和基础学习理论，（2）协作和评估，以及（3）公众支持和专业认可。
We begin this essay with a brief description of the four-year multidisciplinary faculty development project in which we participated. After describing some of the successes of the proje ct, we argue that three elements of our approach were integral to the increases in student learning that were facilitated by project participants: (1) The Learning Question, Disciplinary Expertise, and Foundational Learning Theory, (2) Collaboration and Evaluation, and (3) Public Support and Professional Acknowledgement.