Taking teaching seriously: meeting the challenge of instructional improvement, Volume 5, Issue 2

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Graduate School of Education and Human Development, George Washington University, Mar 14, 1995 - Education - 187 pages
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This report uses a model that views various strategies for improving instruction as helping motivate individual faculty members to improve their teaching by changing (and maintaining) certian of their instructional attitudes and practices (through the process of unfreezing, changing, and refreezing certian attitudes and behaviors).

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Contents

The Challenge of Instructional Improvement
1
The Process of Instructional Improvement
9
Sustaining Change
15
The Teaching Culture and Its Place in Colleges
22
In Search of a Supportive Teaching Culture
28
The Teacher as Reflective Practitioner
39
SelfAssessment
46
Listening to the Voice of Students
53
The Teaching Culture Instructional Change
99
New and Junior Faculty
101
The Socialization of New Faculty
108
Mentoring Programs
115
Summary and Conclusions
121
Expanding the Scope and Extending the Analytic
127
References
135
Index
165

Classroom Assessment
62
Colleagues as Team Teachers
78
The Role of the Department Chair
93
ASHEERIC Higher Education Reports
177
Recent Titles
185
Copyright

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About the author (1995)

Paulsen is Professor of Education and Coordinator of Graduate Studies in Higher Education in the Department of Educational Leadership, Counseling and Foundations at the University of New Orleans. He earned his Ph.D. in higher education and economics from the University of Iowa and his M.A. degree in economics from the University of Wisconsin-Milwaukee.

Kenneth A. Feldman is professor of sociology at the State University of New York at Stony Brook.