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ERIC Number: ED195201
Record Type: RIE
Publication Date: 1980
Pages: 13
Abstractor: N/A
Reference Count: 0
Why Research Tells Us So Little About Interventions to Improve College Teaching.
Menges, Robert J.; Levinson-Rose, Judith
Results of a review of approximately 60 studies relevant to improving college teaching are considered, and a proposal for a study is presented. The interventions can be classified into four categories: workshops and seminars, grants for faculty projects, feedback from ratings by students, microteaching and minicourses, and protocol materials. It is suggested that although most studies support the intervention in question, much of the research is methodologically flawed and based on an inadequate conceptual foundation. A research program which would deal constructively with some of these problems is briefly outlined. The primary purpose of the research program is to assess the differential impact of two programs for improving college teaching, one based on a conception of teaching as an art and the other based on a conception of teaching as a craft. The program oriented toward teaching as an art is based on the assumption that the essence of teaching lies in the development of a teaching personality and the creation of teaching roles. Graduate teaching fellows, junior faculty, and senior faculty would meet to reflect on teaching and on their own development as teachers, and would visit one another's classes. For a program based on teaching as a craft, participants are likely to draw upon such interventions as microteaching and protocols, and to examine specific teaching skills by viewing videotapes. The research design is briefly outlined. (SW)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, 1980).