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The link is equitability

The link is equitability RESEARCH IN HIGHER EDUCATION, Vol. 2 © 1974 APS Publications, Inc. Dianne S. Peters, College of Arts and Education, University of Texas of the Permian Basin, Odessa, Texas On the one hand is a hue and cry for college teaching to be evaluated for its effectiveness. Professors are to be held accountable for the learning or lack of it that takes place in their classrooms. There are charges telling us how to evaluate (Miller, 1972; Hildebrand and Wilson, 1970), how to create an interplay of mind on mind (Eble, 1972), how to challenge and change the patterns of the graduate schools in order to enhance the teaching function (Heiss, 1970; Spurt, 1970), and how to comport ourselves effectively (Lee, 1970). To deny the importance of studies like these is to deny the timelessness of effective college teaching. On the other hand is an array of research studies demonstrating that professors who teach are significantly different. They interact with students differently (Thistlethwaite and Wheeler, 1966; Gamson, 1967). They are rewarded differently in terms of promotion and merit raises (Hoyt, 1970). They demonstrate different career and productivity patterns (Blackburn, 1972; Lehman, 1953). But, most important of all, teaching faculty are different http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Higher Education Springer Journals

The link is equitability

Peters, Dianne
Research in Higher Education , Volume 2 (1) – Dec 30, 2004
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References (17)

Publisher
Springer Journals
Copyright
Copyright
Subject
Education; Higher Education
ISSN
0361-0365
eISSN
1573-188X
DOI
10.1007/BF00991453
Publisher site
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Abstract

RESEARCH IN HIGHER EDUCATION, Vol. 2 © 1974 APS Publications, Inc. Dianne S. Peters, College of Arts and Education, University of Texas of the Permian Basin, Odessa, Texas On the one hand is a hue and cry for college teaching to be evaluated for its effectiveness. Professors are to be held accountable for the learning or lack of it that takes place in their classrooms. There are charges telling us how to evaluate (Miller, 1972; Hildebrand and Wilson, 1970), how to create an interplay of mind on mind (Eble, 1972), how to challenge and change the patterns of the graduate schools in order to enhance the teaching function (Heiss, 1970; Spurt, 1970), and how to comport ourselves effectively (Lee, 1970). To deny the importance of studies like these is to deny the timelessness of effective college teaching. On the other hand is an array of research studies demonstrating that professors who teach are significantly different. They interact with students differently (Thistlethwaite and Wheeler, 1966; Gamson, 1967). They are rewarded differently in terms of promotion and merit raises (Hoyt, 1970). They demonstrate different career and productivity patterns (Blackburn, 1972; Lehman, 1953). But, most important of all, teaching faculty are different

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Research in Higher Education – Springer Journals

Published: Dec 30, 2004

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