The Social Psychology of Organizations.

"College teaching and lecturing have been so long associated that when one pictures a college professor in a classroom, he almost inevitably pictures him as lecturing." Few would argue with the statement that the vast majority of today's professoriate were primarily lectured to as both undergraduates and as graduate school students. It is not surprising, therefore, that lecturing continues to be our most prevalent mode of instruction. A host of national reports in the 1980's, however, challenged college and university faculty to develop instructional approaches that transform students from passive listeners to active learners. On first glance, like many of the recommendations provided by "blue ribbon panels," this would seem "easier said than done." The incorporation of active learning strategies into the daily routine of classroom instruction can, and should, be done. To help in this pursuit, this workshop will engage participants in specific, practical teaching strategies designed to model the use of active learning in the classroom. The handout summarizes the workshop's content and identifies resources for further study.

http://foreign-edu.com/wp-content/uploads/2014/01/Active_Learning_Creating_Excitement_in_the_Classroom.pdf

Active learning : creating excitement in the classroom

Need for cognition in contemporary literature refers to an individual's tendency to engage in and enjoy effortful cognitive endeavors. Individual differences in need for cognition have been the focus of investigation in over 100 empirical studies. This literature is reviewed, covering the theory and history of this variable, measures of interindividual variations in it, and empirical relationships between it and personality variables, as well as individuals' tendencies to seek andengage in effortful cognitive activity and enjoy cognitively effortful circumstances. The article cotacludes with discussions of an elaborated theory of the variable, including antecedent conditions; interindividual variations in it related to the manner information is acquired or processed to guide perceptions, judgments, and behavior; and the relationship between it and the 5-factor model of personality structure.

Dispositional differences in cognitive motivation : the life and times of individuals varying in need for cognition

Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices.

/pdf/dual-coding-theory-and-education-10gagx8p9i.pdf

Dual coding theory and education

Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.

Interest, Learning, and Motivation

Major Changes to the Second Edition Chapters have been reorganized for improved understanding of the academic plan model on which the book is based. Greater emphasis is placed on the sociocultural contexts that influence curriculum planning. Includes a new chapter on institutional influences that affect curricular decision-making. Two coordinated chapters on learning and selecting instructional processes provide practical suggestions for instructors. A new chapter on curricular change suggests multiple strategies for promoting curriculum development and revision in varied contexts.

Shaping the College Curriculum: Academic Plans in Context

Preface. Need for a Curriculum Book. Audiences. Research Base. Supplementary Materials. Acknowledgments. I. DEFINING CURRICULUM. 1. From Influences and Assumptions to Actions. Purpose. Perspective and Organization. 2. Defining Curriculum: An Academic Plan. Defining Curriculum. Common Definitions of Curriculum The Need for a Definitional Framework. The Academic Plan as a Useful Definition. Elements of Academic Plans Advantages of Defining Curriculum as an Academic Plan. Constructing Plans: Curriculum Development. Influences on Curriculum Planning. Academic Plans in Environmental Context. 3. Curriculum Perspectives and Frameworks. Curricular Frameworks. Perspectives on Educational Purpose Perspectives on Content Selection Perspectives on Learners Curriculum Sequence Perspectives Instructional Process Perspectives Perspectives on Evaluation and Adjustment. General Curriculum Frameworks. Precollegiate Curriculum Frameworks Frameworks from Higher Education. Curriculum Planning and Design. Linking the Elements: Toward a Theory of Curriculum. 4. Recurring Debates About the College Curriculum. Influences Create a Complex Educational Environment. Patterns of Curriculum Debate. The Educational Purpose Issue: Debating the Balance of General and Specialized Studies Learners: Periods of Emphasis on Access Content Debates: Prescription versus Choice in Courses and Programs Instructional Process: Occasional Innovation Evaluation Debates: Emphasis on Quality Control. Influences and Potential Reforms. 5. Calls for Curriculum Reform. The Reform Era of the Late 1900s. Critical Reports Constructive Proposals. Curriculum Reform and Academic Plans. Purpose and Content Sequence and Structure Learners Instructional Process Instructional Resources Evaluation and Adjustment Summary. Impact of the Reform Proposals. External Influences Organizational Influences Internal Influences The Pace of Change A Doubting Voice. Relation to Earlier Debates. General versus Specialized Education Prescription versus Choice Instructional Process Emphasis on Access Evaluation and Quality Control. New Approaches to Old Debates. II. DEVELOPING CURRICULUM. 6. Creating Academic Plans. Curriculum Planning: Realities and Prospects. Course Planning: A Faculty Role. The Course Planning Process Influences on Planning Courses Patterns of Involvement in Course Planning. Program Planning: A Group Endeavor. Program Planners The Program Planning Process Influences on Program Planning Patterns of Involvement in Program Planning. College Planning: A Matter of Mission. The Collegewide Planners The Collegewide Planning Process and Influences Evaluating and Adjusting. Systematic Design Models. Course Design Program Design College-level Design. From Plan to Design. 7. Influence of Academic Fields. Influences of Academic Fields on Planning. Defining and Characterizing Academic Fields Characteristics of Traditional Academic Disciplines Characteristics of Professional and Occupational Fields. Academic Fields and Course Planning. Content and Background Consideration Four Illustrative Profiles of Course Planning. Academic Fields and Program Planning. Disciplinary Major Programs in Arts and Sciences Undergraduate Professional Major Programs Occupational Major Programs. Designing Balanced Courses and Programs. Using Influence Well: Achieving Balance Negotiating Linkages among Academic Fields. Building on the Strength of Academic Fields. 8. Influence of Learners. Learners' Influences on Academic Plans. Learners' Influence on Course Planning Program Plans College Plans. Contemporary Views of Learning and Learners. What is Cognition? Cognitive Influences Motivational Influences. Considering Learners in Course and Program Design. Building on Student Goals and Enhancing Motivation Improving Learning through Involvement Encouraging Integration, Coherence, and Connectedness Fostering Intellectual Development Academic Plans for Diverse Learners Enhancing Students' Learning Strategies. Developing Intentional Learners. Establishing Two-way Communication with Learners. 9. Selecting Instructional Processes. Translating Content to Instructional Form. Selecting Instructional Processes for Courses. Educational Objectives: Product of Purpose and Content Teaching Style: Product of Content and Faculty Background Choosing Forms for Implementation Instructional Variations for Courses Influence of Educational Context and Environment. Selecting Instructional Processes for Programs and Colleges. Contextual Influences on General Education Programs Contextual Influences on Major Fields Organizational Structures, Traditions, and Adaptations. Expanding Choice among Instructional Processes. Fostering Intellectual Development Increasing Motivation, Encouraging Involvement, and Achieving Integration Creating Learner-Centered Academic Plans. Reflecting on Planning and Teaching. 10. Evaluating and Adjusting Academic Plans. Evaluating Courses and Programs. How Faculty Evaluate and Adjust Academic Plans. Course Plans Program Plans Collegewide Plans. Evaluation Models: An Overview. Expanding the Range of Useful Evaluation Models. Informal Assessment Student-Centered Evaluation Goal-Free Evaluation Goal-Focused Evaluation Evaluating Evaluation. III. ENHANCING CURRICULUM. 11. Administering Academic Plans and Guiding Change. Who Administers Academic Plans? Curriculum Leadership and Administrative Roles. Establishing the Educational Environment (Managerial Roles: Mentor Facilitator) Developing Academic Plans (Managerial Roles: Producer Director) Coordinating Academic Planning (Managerial Role: Coordinator) Implementing Academic Plans (Managerial Roles: Broker Coordinator) Encouraging Evaluation (Managerial Role: Monitor) Adjusting Academic Plans (Managerial Roles: Monitor, Facilitator). External Influences, Adaptive Development, and Change. The Influence Process and Stages of Internalization Leadership for Adaptive Development. Curriculum Change and Leadership: Past and Future. 12. Curriculum Changes in Progress. Curricular Challenges Colleges Face. Incorporating Diverse Perspectives. Multicultural Studies: Adoption Stage Pluralist Voices and New Paradigms: Screening Stage Globalization: Awareness Stage. Increasing Coherence. The Continuing Core Curriculum Debate: Adoption Stage Interdisciplinary Approaches: Screening Stage Connecting with Life and Work: Awareness Stage. Meeting Conflicting Expectations for Quality Education. Learning to Think Effectively: Adoption Stage Assessing and Adjusting Quality: Screening Stage Using Technology Effectively: Awareness Stage. Implications of Changes for Academic Planning. Purpose and Content Sequence Resources Instructional Process Learners Evaluation and Adjustment Educational Environments. The Dynamic Curriculum. 13. Shaping Curriculum Research and Practice. The Academic Plan Theory as a Guide for Research. What is Curriculum Theory? Testing and Extending the Theory. The Academic Plan Theory as a Guide for Shaping Practice. Assumptions and Advantages Intent and its Development Implementation Reflective Evaluation and Adjustment. The Academic Plan Theory as a Guide for Leaders in Enhancing Curriculum. Asking the Right Questions Asking the Questions in the Right Way. Guiding Responsiveness to Society. Anticipating Important Influences Basing Decisions on Analysis. Shaping Academic Plans for the Future. Bibliography. Appendix: Timeline of Trends in United States Curriculum: 1600s to 1994. Index.

Shaping the College Curriculum: Academic Plans in Action

Introduction The recent movement for curricular reform in higher education, sparked by several critical reports in the early 1 980s, calls for improvements throughout undergraduate education [8, 11, 22]. Concerned primarily with the general education curriculum, proposed changes have involved both curricular content and educational process. Debate about content has focused on whether colleges and universities should require students to study a common core of courses, and if so, which courses [8, 12]. In the call for commonality some have advocated a core focusing on the Western humanities tradition [8], while others support a curriculum designed to support diversity, economic growth, and global interdependence [1]. When discussing educational processes, most reformers have called for pedagogies that promote students' active involvement and strengthen relationships between faculty and students [22]. For both content and process, many reformers have stressed the need for greater coherence and increased efforts to help students connect what they study with their lives. Nearly all critics have decried "narrow specialization," meaning both early career preparation and professional specialization within the liberal arts and sciences [3]. The Association of American Colleges (AAC) has led discussions about coherence in both general education and advanced studies in liberal arts fields [2, 3, 4]. In the arena of curricular reform, where rhetoric is too seldom followed by useful suggestions for change, the AAC has proposed concrete, positive recommendations for strengthening undergraduate programs. The Association has engaged national task groups of faculty to participate actively in reinvigorating the curriculum, both for general education and the major [3, 4, 5]. First, an AAC task force identified nine experiences that constitute a minimum curriculum in the liberal arts. Second, a faculty group produced a report devoted to improving the eight experiences primarily seen as general education [3]. Finally, the AAC has focused on the ninth experience, "study-in-depth," widely understood to apply to disciplinary concentrations or majors, emphasizing several aspects -- the assurance of curricular coherence, the development of critical perspectives, the connection of learning to students' lives, and the reduction of barriers for underrepresented students [2]. Pursuing the emphasis on "connectedness" as important for study-in-depth as well as for general education, in 1988 the AAC National Advisory Committee challenged several arts and sciences fields to address these broad aspects of coherence for the major [4]. Task forces of scholars appointed by their respective learned societies were established, and after three years of study many of the disciplinary societies published reports of the efforts. The AAC compiled the challenge and condensed reports from the task forces in a two-volume set: volume 1, The Challenge of Connecting Learning, and volume 2, Reports from the Fields. These reports from teaching scholars in the respective disciplines are potentially powerful influences on the future of liberal education. The AAC effort strikes faculty sensitivities "at home base" by uniquely reflecting the concerns of scholars in each field, rather than those of education generalists. Using the versions of the task force reports assembled in volume 2: Reports from the Fields,(1) we explored how ten fields presented the goal of curricular integration or "connectedness." We compared how they expressed their separate disciplinary visions of a coherent curriculum and assessed the extent to which each addressed the challenge set forth by the AAC in volume 1: Connecting Learning. We hypothesized that the differences in forms of expression about curriculum are more than semantic; rather, they reveal the disciplines as they are perceived and taught by faculty members [29]. In this article, we discuss some patterns already known to scholars that may reflect enduring epistemological differences among the disciplines but are not always remembered when curricular change is pursued. …

https://www.jstor.org/stable/pdfplus/2943853.pdf

Will Disciplinary Perspectives Impede Curricular Reform

Intentional learning : a process for learning to learn in the accounting curriculum

Responsive Professional Education: Balancing Outcomes and Opportunities

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Joan S. Stark

Author Tools

Chat about Author