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ERIC Number: EJ924164
Record Type: Journal
Publication Date: 2010-May
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0361-0365
The Effect of Teaching General Education Courses on Deep Approaches to Learning: How Disciplinary Context Matters
Nelson Laird, Thomas F.; Garver, Amy K.
Research in Higher Education, v51 n3 p248-265 May 2010
Building on work examining differences in the emphasis faculty place on effective educational practices, this study uses data from nearly 8,000 faculty members from the 2007 Faculty Survey of Student Engagement to explore how disciplinary area moderates the effect of teaching a general education course (GEC) on the emphasis faculty place on deep approaches to learning. Results showed that the GEC effect was strongest in hard-applied-life fields and weakest in hard-pure-life and soft-applied-life fields, suggesting that proponents of general education reform need to temper their efforts by a clearer understanding of disciplinary differences.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A