Notes and Comments: Teaching Improvement in Canada: Data Concerning What and How.

Foster, Stephen F.; Nelson, James

doi:10.47678/cjhe.v10i2.182824

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Type R -Remedial1

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1983

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“…Techniques such as observation by peers, videotaping of teaching, and micro teaching are especially helpful. Note that this is the type of improvement which beginning teachers are most in need of, and it is the type of improvement for which most success has been reported in the literature (e.g., Foster & Nelson, 1980;Laycock & Sakamoto, 1980).…”

Section: Type R -Remedialmentioning

confidence: 96%

The improvement of university teaching.

Sullivan¹

1983

Canadian Psychology / Psychologie canadienne

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Three distinct and different types of teaching improvement are identified and described. Type R (Remedial) consists of the detection and elimination of errors in teaching, such as in preparation or evaluation. Type F (Facilitative) emphasizes the use of appropriate general principles: use of objectives, frequent testing, knowledge of results, etc., to facilitate student learning. Type O (Optimizing) requires the use of a research orientation in order to determine the procedures and techniques which do, in fact, produce the highest level of student achievement. Several examples are given to illustrate the contention that procedures which are actually effective for type O improvement cannot be identified through theory or intuition, but can only be discovered by a systematic programme of introducing variations, gathering data, and evaluating the results.

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Section: Type R -Remedialmentioning

confidence: 96%

The improvement of university teaching.

Sullivan¹

1983

Canadian Psychology / Psychologie canadienne

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Notes and Comments: Teaching Improvement in Canada: Data Concerning What and How.

Cited by 1 publication

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The improvement of university teaching.

The improvement of university teaching.

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