Exemplary University Teachers: Knowledge and Beliefs Regarding Effective Teaching Dimensions and Strategies

Hativa, Nira; Barak, Rachel; Simhi, Etty

doi:10.2307/2672900

Cited by 107 publications

(124 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hativa, Barak and Simhi (2001) propose four dimensions of teaching effectiveness: interest; clarity; organisation; and a positive classroom climate. However, the complexity of the skills and practices required to teach at university level is not fully captured with just these four dimensions.…”

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

“…(pp. 701-702) The lists proposed by Young and Shaw (1999) and summarised by Hativa et al (2001) identify the complexity of university teaching and include both the student learning perspective and the teaching skills and practice areas. The literature provides a number of such lists of the characteristics of effective teaching, which are essentially checklists of skills, practices and qualities, with little or no agreement.…”

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

“…Young and Shaw (1999) propose six major dimensions of effective teaching: value of the subject; motivating students; a comfortable learning atmosphere; organisation of the subject; effective communication; and concern for student learning. In summing up a number of reviews of the literature on effective teaching at the college level, Hativa et al (2001) suggest that there are around a dozen characteristics highlighted, some of which appear to overlap: … exemplary university teachers are well prepared and organized, present the material clearly, stimulate students' interest, engagement, and motivation in studying the material through their enthusiasm/expressiveness, have positive rapport with students, show high expectations of them, encourage them, and generally maintain a positive classroom environment. (pp.…”

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

See 2 more Smart Citations

The criteria of effective teaching in a changing higher education context

Devlin

Samarawickrema

2010

Higher Education Research & Development

232

135

View full text Add to dashboard Cite

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

Section: Appropriate Teaching Skills and Practicesmentioning

confidence: 99%

See 1 more Smart Citation

The criteria of effective teaching in a changing higher education context

Devlin

Samarawickrema

2010

Higher Education Research & Development

232

135

View full text Add to dashboard Cite

“…Rovněž další autoři (např. Hativa et al, 2001;Iglesias-Martínez et al, 2014) podotýkají, že univerzitní učitelé nedostávají žádnou systematickou vzdělávací podporu ve vztahu ke své výukové roli. Jde zřejmě o jakési bílé místo v akademické socializaci.…”

Section: Socializace Do Role Vysokoškolského Učiteleunclassified

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Šeďová¹,

Švaříček²,

Sedláčková³

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Exemplary teachers possess universal effective teaching characteristics (Havita, Barak, & Simhi, 2001;Lowman, 1996). "Exemplary teachers are those who are likely to promote unusually high levels of learning in their students, while also creating the positive memories of learning that come to our minds years later in moments of reflection" (Lowman, 1996, p. 39).…”

Section: Introductionmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

View full text Add to dashboard Cite

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

show abstract

Exemplary University Teachers: Knowledge and Beliefs Regarding Effective Teaching Dimensions and Strategies

Cited by 107 publications

References 6 publications

The criteria of effective teaching in a changing higher education context

The criteria of effective teaching in a changing higher education context

Pojetí výuky a profesní identita začínajících vysokoškolských učitelů

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Contact Info

Product

Resources

About