Descripción del título
Understanding undergraduate...
Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions - or stereotypes - they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement.In this unique work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which ar
Monografía
monografia Rebiun36475729 https://catalogo.rebiun.org/rebiun/record/Rebiun36475729 m o d | cr -n--------- 120314s2012 nyu ob 001 0 eng d 1-136-72541-5 1-283-54631-0 9786613858764 1-136-72542-3 0-203-81690-0 10.4324/9780203816905 doi UPVA 997920665603706 CBUC 991003791090106714 CBUC 991001013992906712 CBUC 991010899020606709 MiAaPQ eng rda pn MiAaPQ MiAaPQ eng e-uk--- n-us--- 378.1/25 23 EDU000000 bisacsh Popovic, Celia Understanding undergraduates challenging our preconceptions of student performance Celia Popovic and David A. Green 1st ed New York London Routledge 2012 New York London New York London Routledge 1 online resource (281 p.) 1 online resource (281 p.) Text txt computer c online resource cr The staff and educational development series Description based upon print version of record Includes bibliographical references and index Cover; Understanding Undergraduates; Copyright; Contents; List of Figures; List of Tables; Acknowledgements; Series Editor's Introduction; 1. Introduction; 2. Understanding the Research Context; 3. Higher Education in the Uk and Usa; 4. Understanding Beliefs Shared by Teachers in the Uk and Usa; 5. Understanding Uk Teachers' Beliefs; 6. Understanding Us Teachers' Beliefs; 7. Understanding Students' Beliefs; 8. Challenging Our Preconceptions; Appendix 1. Student Surveys; Appendix 2. Group-work Tables; Appendix 3. Vignettes; References; Index Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions - or stereotypes - they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement.In this unique work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which ar English College teaching College students Academic achievement Education, Higher- Great Britain Education, Higher- United States Green, David A. Ph. D. 0-415-66754-2 0-415-66755-0 Staff and educational development series