This handbook, aimed primarily at the inexperienced teacher in higher education, but useful also for the more experienced faculty member, provides practical advice on teaching, learning, and assessment that incorporates recent research findings. Following a "User's Guide" (Heather Fry, Steve Ketteridge, and Stephanie Marshall), the chapters of…

The chapters of this collection serve as a guide to teachers of mathematics in the United Kingdom at the undergraduate and postgraduate levels. Chapters of part A, "Issues in Learning and Teaching," are: (1) "The Transition to Higher Education" (John Appleby and William Cox); (2) "The Genesis of Mathematical…

This resource is designed for faculty and administrators who use case studies to analyze, assess, and respond to the issues facing higher education leaders. It is especially designed to complement the series of casebooks of the Harvard Institutes for Higher Education. Following an introduction, Teaching and Learning with Case Studies, the chapters…

In conjunction with the preparation of the second draft of the National Panel report of the Greater Expectations National Panel, a panel of the Association of American Colleges and Universities, this paper presents lists of promising practices for higher education change. The first section contains lists of pedagogical and institutional practices…

This CRitical Issue Bibliography (CRIB) Sheet focuses on learning communities, an exciting innovation in teaching and learning. The term learning communities is being used to refer to new processes for linking learners, especially a curricular restructuring approach that links or clusters classes around an interdisciplinary theme and that enrolls…

This Digest provides educators with an overview of some important facets of cognitive science research and suggests implications for classroom assessment. Education researchers study the thinking of experts in various subject areas to understand the concepts and procedures that are the most important to teach and to help determine how to move…

This handbook provides practical plans for theme-based activities that promote learning through doing. Each activity incorporates a wide range of tasks and skills across multiple content areas that can be modified for students of different abilities and grade levels. The book also illustrates how to make activities more meaningful by including…

This paper addresses contemporary (i.e., postmodern) concerns with the disintegration of meaning and fragmentation of knowledge. As society continues to move towards increased specialization and separation of disciplines, people are becoming increasingly disconnected from the broad connecting conceptions within the disciplines, i.e., the patterns…

The fundamental opposition of two types of discourse, mathematical proof and argumentation to the problem of validation in mathematics is explored. The naturalistic study of interaction in classrooms suggests the possibility of a mathematical argumentation to which students have access by the practice of discussions ruled by socio-mathematical…

"How Students Learn: Mathematics in the Classroom" builds on the discoveries detailed in the best-selling "How People Learn." Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book shows how to overcome the difficulties in teaching math to…

"How Students Learn: History in the Classroom" builds on the discoveries detailed in the best-selling "How People Learn." Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. The book explores the importance of balancing students' knowledge of…

An investigation of the effect that the educational facility (the environment) has on social and emotional learning from the viewpoints of educational planning, nonverbal communication, and educational psychology. (Author/MF)

A discussion of how cable can externalize learning to suit many students needs. (Author)

The importance of objectives in mathematics education and of evaluation in terms of the objectives is stressed. General objectives are specified and discussed, and it was suggested that each learning act should be followed by reflection on how it was achieved. (DT)

Data indicated that prompting was the better procedure to use for initial learning; confirmation treatment indicated that prior experience with the material was helpful. (Author)