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ERIC Number: ED292376
Record Type: Non-Journal
Publication Date: 1987-Nov
Pages: 37
Abstractor: N/A
Reference Count: N/A
An Ongoing Qualitative Study of Architecture Studio Teaching: Analyzing Teacher-Student Exchanges. ASHE Annual Meeting Paper.
Dinham, Sarah M.
Teacher-student exchanges that occur in architecture studio teaching ("desk crits") were studied as part of a larger ongoing research program. In studio courses, groups of students are assigned to a studio teacher called a critic or crit who oversees the students' work both individually and in groups. From studio observations conducted in four varied U.S. architecture schools, data about desk crits were identified and the observer's notes condensed to yield eight discrete categories of teaching: philosophies/views manifest in teaching, ideas about teaching and learning, student preparation, time, teachers' responses to students, two-way communication, student talk, and teacher guidance based on student work. While all these categories describe important aspects of teacher-student exchanges, the last is the most complex, requiring further analysis and interpretation from such theoretical perspectives as cognitive psychology and adult cognitive development. Examples are provided for each of the eight categories. Included is a review of the contexts for the research such as education in architecture and architecture's critical traditions. Thirty references are cited. (Author/SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A