Teaching for Quality Learning at University

by John Biggs

Author	: John Biggs
Publisher	: Open University Press
Total Pages	: 364
Release	: 2007-11
Genre	: Education
ISBN	:

GET BOOK

"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, Australia Teaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for teachers Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.

Teaching For Quality Learning At University

by Biggs, John

Author	: Biggs, John
Publisher	: McGraw-Hill Education (UK)
Total Pages	: 418
Release	: 2011-09-01
Genre	: Education
ISBN	: 0335242758

GET BOOK

A bestselling book for higher education teachers and adminstrators interested in assuring effective teaching.

Amplifying the Curriculum

by Aída Walqui

Author	: Aída Walqui
Publisher	: Teachers College Press
Total Pages	: 257
Release	: 2019
Genre	: Education
ISBN	: 0807776858

GET BOOK

This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York

Evaluating the Quality of Learning

by John B. Biggs

Author	: John B. Biggs
Publisher	: Academic Press
Total Pages	: 262
Release	: 2014-05-10
Genre	: Education
ISBN	: 1483273318

GET BOOK

Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.

Handbook of Quality Assurance for University Teaching

by Roger Ellis

Author	: Roger Ellis
Publisher	: Routledge
Total Pages	: 522
Release	: 2018-07-03
Genre	: Education
ISBN	: 1351740326

GET BOOK

This practical and authoritative handbook provides a comprehensive overview of the issues and approaches to assuring quality in university teaching. Including contributions from major international figures, the book contains a wealth of ideas and practical advice to help universities commit to quality in teaching and offers insights into how the topics raised can be directly applied. The book initially identifies some of the key issues surrounding the topic, such as the evidence-based identification of teaching quality; the training of university lecturers and faculty; external and internal quality assurance; the tension between professional autonomy and governmental regulation; and the involvement of students in developing quality. It then moves on to present ideas and initiatives to address these problems, tackling the subject through four sections: Assuring Quality – questioning what quality assurance means and how it might be practised; Identifying Quality – examining what knowledge exists at present and how it might be further researched; Developing Quality – investigating the development of staff through teacher training and appraisal; Case Studies of Quality Assurance – reviewing six case studies of quality assurance in a range of contrasting subjects including the professional subjects of Medicine, Nursing and Teacher Training which are also addressed systemically in the first section. Full of practical advice, Handbook of Quality Assurance for University Teaching is an invaluable and unique resource for Faculty, Subject Leaders, University Administrators and Quality Assessors.

Quality in Higher Education as a Tool for Human Development

by Patience Mukwambo

Author	: Patience Mukwambo
Publisher	: Routledge
Total Pages	: 237
Release	: 2019-04-11
Genre	: Education
ISBN	: 0429956231

GET BOOK

Whilst many studies have explored how quality in higher education is conceptualised in the Global North, less attention has been paid to quality in higher education in Africa and the Global South. This book uses the human development and capabilities approach to demonstrate how quality in teaching and learning contributes to a range of benefits, such as improved wellbeing, economic outcomes, political engagement, and human capital formation amongst graduates. The book interrogates the various dimensions of quality as well as factors that impact on the realisation of quality in universities and society at large. Recognising that measures of quality are context and stakeholder specific, the book uses the Zimbabwean context as a Global South case study. It evaluates how quality is conceptualised and operationalised in Zimbabwean universities, and how that impacts on teaching and learning policy and practice. The book also demonstrates the need for economic resources for individuals and universities, and emphasises the importance of a social and educational environment conducive to critical learning, and post-university opportunities. This book will be of interest to researchers across Education, African and Development Studies, as well as to policymakers and practitioners with an interest in quality assurance and the promotion of teaching and learning in universities in the Global South.

Teaching for Quality Learning at University

by Biggs

Author	: Biggs
Publisher	: Open University Press
Total Pages	: 335
Release	: 2007
Genre	: College students
ISBN	: 9780335235063

GET BOOK

"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, Australia Teaching for Quality Learning at Universityfocuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for teachers Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.

The European Higher Education Area

by Adrian Curaj

Author	: Adrian Curaj
Publisher	: Springer
Total Pages	: 906
Release	: 2015-10-12
Genre	: Education
ISBN	: 3319208772

GET BOOK

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Improving Teaching And Learning In Higher Education: A Whole Institution Approach

by D'Andrea, Vaneeta

Author	: D'Andrea, Vaneeta
Publisher	: McGraw-Hill Education (UK)
Total Pages	: 263
Release	: 2005-08-01
Genre	: Education
ISBN	: 0335210686

GET BOOK

Universities are increasingly being required to pay greater attention to improving teaching and enhancing student learning. This text will assist universities and colleges to achieve these goals by establishing an approach to institutional change which is well-founded on both research and practical experience.