Publication Date
| In 2015 | 0 |
| Since 2014 | 9 |
| Since 2011 (last 5 years) | 38 |
| Since 2006 (last 10 years) | 84 |
| Since 1996 (last 20 years) | 107 |
Descriptor
| Teaching Methods | 155 |
| Higher Education | 76 |
| College Instruction | 57 |
| College Faculty | 35 |
| College Students | 28 |
| Classroom Techniques | 25 |
| Undergraduate Study | 25 |
| Inquiry | 22 |
| Educational Strategies | 20 |
| Learning Strategies | 20 |
| More ▼ | |
Source
| New Directions for Teaching… | 155 |
Author
| MacGregor, Jean | 3 |
| Smith, Karl A. | 3 |
| Buskist, William | 2 |
| Cooper, James L. | 2 |
| Fink, L. Dee | 2 |
| Frederick, Peter J. | 2 |
| Gabelnick, Faith | 2 |
| Gosling, David | 2 |
| Groccia, James E. | 2 |
| Lane, Derek R. | 2 |
| More ▼ | |
Publication Type
Education Level
| Higher Education | 64 |
| Postsecondary Education | 16 |
| Adult Education | 8 |
| High Schools | 2 |
| Two Year Colleges | 2 |
| Elementary Secondary Education | 1 |
Audience
| Teachers | 30 |
| Practitioners | 19 |
Showing 1 to 15 of 155 results
Peer reviewed
Direct linkPetersen, Christina I.; Gorman, Kristen S. – New Directions for Teaching and Learning, 2014
This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.
Descriptors: Active Learning, Classroom Techniques, Teaching Methods, Educational Strategies
Langley, David; Guzey, S. Selcen – New Directions for Teaching and Learning, 2014
A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.
Descriptors: Introductory Courses, Biology, Active Learning, Classroom Environment
Fahlberg, Beth; Rice, Elizabeth; Muehrer, Rebecca; Brey, Danielle – New Directions for Teaching and Learning, 2014
This chapter describes the processes and pedagogies used by one school in transitioning from lecture halls to collaborative learning environments.
Descriptors: Active Learning, Educational Environment, Nursing Education, Cooperative Learning
Brooks, D. Christopher; Solheim, Catherine A. – New Directions for Teaching and Learning, 2014
This chapter reveals how thoughtful course redesign that specifically addresses the physical environment of a learning space can significantly improve student learning.
Descriptors: Teaching Methods, Teaching Models, Educational Environment, Physical Environment
Kelly, Patricia J. – New Directions for Teaching and Learning, 2014
This chapter is a description of the utilization of SoTL concepts and Brookfield's Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.
Descriptors: Questionnaires, Learning Strategies, Teaching Methods, Critical Incidents Method
Brackette, Caroline M. – New Directions for Teaching and Learning, 2014
Though there is a scarcity of literature on teaching pedagogy in counselor education, accountability in teaching future counselors is a responsibility of all counselor educators. Though no two educators are identical, there are some commonalities in the approaches used to effectively engage students in learning and gaining the knowledge, skills,…
Descriptors: Counselor Educators, Counselor Training, Mental Health, Teaching Methods
Hufford, Don – New Directions for Teaching and Learning, 2014
This chapter is designed to provide a stimulus for reflective thinking. The intent is to encourage teachers to reflect upon--even question--a teaching methodology that recognizes and builds upon the learning potential inherent in a cacophony of voices, paradoxical worldviews, and divergent ways of personal being. A pedagogical possibility is…
Descriptors: Reflective Teaching, Teaching Methods, Classroom Environment, Student Participation
Walker, Anthony – New Directions for Teaching and Learning, 2014
Dewey (1916) described the attainment of education as a necessary tool for the establishment and sustainability of progress. Education, attending to the good of the public, is designed to instill knowledge in the constituencies it serves (Kezar 2005). Further, Woods (2004) described the design of education, its services and responsibilities, as an…
Descriptors: Success, Low Income Groups, At Risk Students, Equal Education
Figueroa, Ivan – New Directions for Teaching and Learning, 2014
The author addresses the importance of relationships in order for learning to take place in an inclusive manner. Anecdotes illustrate the value in beginning where the learner is and the unexpected opportunities the journey can lead to when both teacher and learner venture through unchartered paths together.
Descriptors: Teaching Methods, Teacher Student Relationship, Interpersonal Competence, Student Diversity
Reeves, Alison G. – New Directions for Teaching and Learning, 2013
This chapter describes the process and outcomes that follow from inviting students to explore deeper aspects of themselves through digital storytelling.
Descriptors: Story Telling, Video Technology, Personal Narratives, Self Concept
Zajonc, Arthur – New Directions for Teaching and Learning, 2013
During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of student…
Descriptors: Higher Education, College Instruction, Educational Change, Metacognition
Britton, Willoughby B.; Brown, Anne-Catharine; Kaplan, Christopher T.; Goldman, Roberta E.; DeLuca, Marie; Rojiani, Rahil; Reis, Harry; Xi, Mandy; Chou, Jonathan C.; McKenna, Faye; Hitchcock, Peter; Rocha, Tomas A.; Himmelfarb, Josh; Margolis, David M.; Niles, Halsey F.; Eckert, Allison M.; Frank, Tana – New Directions for Teaching and Learning, 2013
Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The students who are…
Descriptors: Higher Education, Teaching Methods, Educational Change, Metacognition
Rogers, Holly B. – New Directions for Teaching and Learning, 2013
Although there is much interest in teaching mindfulness to college students and other emerging adults, traditional methods of teaching mindfulness and meditation are not always effective for reaching this age group. Koru is a program, developed at Duke University, that has been specifically designed with the developmental characteristics of…
Descriptors: Teaching Methods, Young Adults, Developmental Studies Programs, Developmentally Appropriate Practices
Poutiatine, Michael I.; Conners, Dennis A. – New Directions for Teaching and Learning, 2012
In professional practice contexts, the technical questions are rarely the ones that prove most difficult. Rather, the real questions that arise from complex and ambiguous contexts, and that require learners, teachers, and leaders to examine deeply held beliefs about selfhood, integrity, ethics, and justice, often prove to be the most challenging.…
Descriptors: Transformative Learning, Leadership Training, Integrity, Ethics
Yamashita, Miki; Schwartz, Harriet L. – New Directions for Teaching and Learning, 2012
This chapter explores international students' perspectives of boundaries in the American graduate-level classroom, specifically considering the culturally based essence of boundaries. The authors focus on graduate-level Japanese international students. This population is particularly helpful in their consideration of boundaries because research…
Descriptors: Foreign Countries, Foreign Students, Graduate Students, Intercultural Communication
