Books
How Learning Works: Seven Research-Based Principles for Smart Teaching
Susan A Ambrose
Main Collection LB1025.3. H68 2010
Also available in Ebook form
From the Inside Flap: Any conversation about effective teaching must begin with a
consideration of how students learn. However, instructors may find a gap between resources
that focus on the technical research on learning and those that provide practical
classroom strategies. How Learning Works provides the bridge for such a gap. In this
volume, the authors introduce seven general principles of learning, distilled from
the research literature as well as from twenty-seven years of experience working one-on-one
with college faculty. They have drawn on research from a breadth of perspectives (cognitive,
developmental, and social psychology; educational research; anthropology; demographics;
and organizational behavior) to identify a set of key principles underlying learning-from
how effective organization enhances retrieval and use of information to what impacts
motivation. These principles provide instructors with an understanding of student
learning that can help them see why certain teaching approaches are or are not supporting
student learning, generate or refine teaching approaches and strategies that more
effectively foster student learning in specific contexts, and transfer and apply these
principles to new courses. For anyone who wants to improve his or her students' learning,
it is crucial to understand how that learning works and how to best foster it. This
vital resource is grounded in learning theory and based on research evidence, while
being easy to understand and apply to college teaching.
Academically Adrift: Limited Learning on College Campuses
Richard Arum and Josipa Roksa
Main Collection LA227.4. A78 2011
Are undergraduates really learning anything once they get to college? The answer is
no. As troubling as their findings are, the authors argue that for many faculty and
administrators this conclusion will come as no surprise and is the expected result
of a student body distracted by socializing or working and an institutional culture
that puts undergraduate learning close to the bottom of the priority list.
Open to Question: The Art of Teaching and Learning by Inquiry
Walter L Bateman
Main Collection LB2331. B377 1990
Bateman demonstrates the power of inquiry teaching to transform learning from a passive
process to a dynamic, enjoyable adventure. Inquiry teaching, unlike traditional methods,
shows that truth is not revealed in a teacher's lectures but rather in the rigorous
application of the students' sharpening intelligence.
The Power of Critical Theory: Liberating Adult Learning and Teaching
Stephen Brookfield
Main Collection LC5225.L42 B77 2005
The Power of Critical Theory presents powerful arguments for the importance of critical
theory in fostering the kind of learning that leads to a truly democratic society,
and it explores a number of tasks for adult learners including learning to challenge
ideology, contest hegemony, unmask power, overcome alienation, learn liberation, reclaim
reason, and practice democracy." "The Power of Critical Theory examines the work of
such noted theorists as Adorno, Horkheimer, Foucault, Althusser, Gramsci, Fromm, Marcuse,
and Habermas. Brookfield guides readers through key concepts and explains which theorist
is most closely identified with each concept."-Jacket.
Internalizing Higher Education: Enhancing Teaching, Learning and Curriculum
Sally Brown and Elspeth Jones
Main Collection LC1090. I5797 2008
Explores how to broaden the approaches to learning and teaching in the higher/further
education environment. This book considers a range of questions about how to bring
in global perspectives to the learning environment and education provision
The Larger Learning: Teaching Values to College Students
Marjorie Carpenter
Main Collection (2) LB3609. C3
Related subjects to text: Student Ethics
Teaching and Learning: A Psychological Perspective
Thomas E. Clayton
Main Collection (2) LB1051. C33715
Related subjects to text: educational psychology
Accent on Learning
K Patricia Cross
Main Collection LB2331. C76
Contents: Part 1: The need for a new model, Part 2: The instructional revolution,
Part 3: The curricular evolution
Tools for Teaching
Barbara Gross Davis
Main Collection & Curriculum Library LB2331. D37 1993
Presents practical advice for beginning teachers of undergraduates, covering such
topics as planning a course, writing a syllabus, responding to diversity, leading
discussions, understanding various learning styles, testing and grading, and other
related topics.
Better Teaching, More Learning: Strategies for success in Postsecondary Settings
James R Davis
Main Collection LB2331. 44. D38 1993
Contents: Clear Thinking about Teaching - pt. I. The Perspectives. The Subject. The
Setting. The Students - pt. II. The Teaching Strategies. Training and Coaching. Lecturing
and Explaining. Inquiry and Discovery. Groups and Teams. Experience and Reflection
- Choosing and Using the Teaching Strategies. Sturman - Some reflections on collaborative
language teaching / Kathleen M. Bailey, Ted Dale and Benjamin Squire - The power of
observation : "Make a wish, make a dream, imagine all the possibilities!" / Jerry
G. Gebhard and Akiko Ueda-Montonaga - A teacher research group in action / Sandra
R. Schecter and Rafael Ramirez - Putting a process syllabus into practice / Roger
Budd and Tony Wright - Toward a collaborative approach to curriculum development :
a case study / David Nunan.
Interdisciplinary Courses and Team Teaching: New Arrangements for Learning
James R Davis
Main Collection LB2361.5. D38 1995
In Interdisciplinary Courses and Team Teaching: New Arrangements for Learning, James
R. Davis explains the benefits and pitfalls of interdisciplinary, team-taught courses
and provides current, practical information on how to design and conduct them. Using
examples from existing courses, he presents a convincing argument that team-taught,
interdisciplinary classes are an improvement over the traditional disciplinary.
Teaching & Learning in Higher Education
Alice Winifred Heim
Main Collection LB2331. H44
Related subjects to text: College teaching, Higher Education Great Britain
Writing, Teaching, and Learning in the Disciplines
Anne Herrington and Charles Moran
Main Collection LB1576. W76 1992
Contents: Pt. 1: Historical Perspectives - Pt. 2: Disciplinary and Pre-Disciplinary
Theory - Pt. 3: Teachers' Voices: Reflections on Practice - Pt. 4: Studies in the
Classroom - Pt. 5: Disciplinary Values, Discourse Practices, and Teaching
Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching
to Learning
Mary E Huba and Jann E Freed
Main Collection LB2331. H83 2000
This resource is a well-constructed introduction to learner-centered assessment, complete
with practical, ready-to-implement assessment techniques. Designed to bring you up
to speed quickly, the book is grounded in the principles of constructivist learning
theory and continuous improvement. It helps you to connect with what you already know
about assessment, integrate that knowledge with new information, and try new approaches
to enhance your students' learning. You see clearly what it means to shift from a
teacher-centered paradigm of instruction to a learner-centered paradigm.-Jacket.
Creating Significant Learning Experiences: An Integrated Approach to Designing College
Courses
L Dee Fink
Main Collection LB2331. F495 2003
Also available in Ebook form
"Creating Significant Learning Experiences also offers valuable recommendations on
what various organizations in higher education can do to more effectively support
better teaching. Based on the six key needs of faculty interested in changing the
way they teach, Fink identifies several specific actions for decision makers in colleges
and universities, accrediting agencies, funding agencies, journals on teaching, and
disciplinary associations." "This book presents an exciting vision of what higher
education might be, accompanied by practical advice on how to make that vision a reality."-Jacket
Learning and Teaching Genre
Aviva Freedman and Peter Medway
Main Collection PN45.5. L43 1994
Contents: Introduction: new views of genre and their implications for education /
Aviva Freedman and Peter Medway - Tacit knowledge in classroom genres. Where is the
classroom? / Charles Bazerman - With genre in mind: the expressive, utterance, and
speech genres in classroom discourse / John Hardcastle - Genres and knowledge: students
writing in the disciplines / Janet Giltrow and Michele Valiquette - What counts as
good writing? : enculturation and writing assessment / Pat Currie - Learning to operate
successfully in advanced level history / Sally Mitchell and Richard Andrews - From
discourse in life to discourse in art : teaching poems as Bakhtinian speech genres
/ Don Bialostosky - The teaching of genre. Language as personal resource and as social
construct: competing views of literacy pedagogy in Australia / Paul W. Richardson
- Writing in response to each other / John Dixon - Teaching genre as process / Richard
M. Coe - Subverting and resisting. Stoning the romance: girls as resistant readers
and writers / Pam Gilbert - Initiating students into the genres of discipline-based
reading and writing / Patrick Dias - Writing geography: literacy, identity, and schooling
/ Bill Green and Alison Lee - Creating new genres in the classroom. Genres for out-of-school
involvement / Malcolm Kirtley - Purposes, not text types: learning genres through
experience of work / Sallyanne Greenwood - Speech genres, writing genres, school genres,
and computer genres / Russell Hunt.
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
Heather Fry, Steve Ketteridge, and Stephanie Marshall
Reference Collection LB2331. H3145 2009
This handbook is sensitive to the competing demands of teaching, research and scholarship
and academic management. Dealing with the rapid expansion of the use of technology
in higher education and widening student diversity, this updated and expanded edition
includes new material on for example, e-learning.
Contextual Teaching and Learning: What it is and why it's here to Stay
Elaine B Johnson
Main Collection LB1027. J545 2002
Contextual teaching and learning (CTL) is a system for teaching that is grounded in
brain research. Brain research indicates that we learn best when we see meaning in
new tasks and material, and we discover meaning when we are able to connect new information
with our existing knowledge and experiences. Students learn best, according to neuroscience,
when they can connect the content of academic lessons with the context of their own
daily lives. Johnson discusses the elements of the brain-compatible contextual teaching
and learning system: making meaningful connections; investing school work with significance;
self-regulated learning; collaboration; critical and creating thinking; nurturing
the individual; reaching high standards; and using authentic assessment. Drawing on
the practices of teachers in kindergarten through university, Johnson provides numerous
examples of how to use each part of the CTL system
Teaching Students to Think Critically
Chet Meyers
Main Collection (2) LB1590.3. M49 1986
Contents: Part 1: Understanding Critical Thinking, Part 2: Steps in Teaching Critical
Thinking, Part 3: Building Commitment to Critical Thinking in College
Teaching for Learning
Louis Edward Raths
Main Collection LB1025.2. R37
Coordinated teacher preparations series
Creating the Teachable Moment: An Innovative Approach to Teaching & Learning
Darlene L Stewart
Main Collection LB1025.3. S75 1993
Presents a new way of looking at the process of learning, arguing that the quality
of education can only occur when teachers are in the mood to teach and students are
in the mood to learn. It shows teachers how to generate a climate of stability and
well-being among themselves and their students
10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define
Teaching Competencies
Donna Walker Tileston
Main Collection LB1775.2. T54 2000
This book incorporates information about learning styles and standards into a classroom
instructional model that all teachers can use
Teaching and Learning
Donald Vandenberg
Main Collection LB1055. V3
Contents: Part One: Epistemological Considerations - Part Two: Metaphysical Considerations
-Part Three: Axiological Considerations
Learner-Centered Teaching: Five Key Changes to Practice
Maryellen Weimer
Main Collection LB2331. W39 2002
Also available in Ebook form via EBSCOHost
Learner-Centered Teaching shows how to tie teaching and curriculum to the process
and objectives of learning rather than to the content delivery alone.-Jacket.