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Teaching and Learning in Higher Education
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Teaching and Learning in Higher Education
Disciplinary Approaches to Educational Enquiry

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May 2014 | 272 pages | SAGE Publications Ltd

In today's higher education climate academic staff are encouraged to focus not only on the up-to-date content of their teaching, but also to identify the most effective ways to engage students in learning, often alongside other key transferrable skills. This had led to a growing requirement for staff to adopt a scholarly approach to learning and teaching practice, and to undertake scholarship of learning and teaching as part of ongoing professional development.

This text explores broad best practice approaches to undertaking enquiry into learning and teaching in higher education. It provides an introduction for staff who have been educated within a range of academic disciplines, often with high-level but very focused knowledge about, and understandings of, research processes to the potentially new world of educational enquiry. This is complemented by chapters exploring what educational enquiry means in the context of different academic disciplines, including physical sciences, mathematics, engineering, the life sciences, the arts, the humanities, the health professions, and law.

It also includes:

  • An overview of research methodology including data collection, literature reviews, good ethical practice, and research dissemination
  • Case studies of actual research projects to support understanding of how to carry out educational enquiry in practice.


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PART ONE: UNDERSTANDING EDUCATIONAL ENQUIRY
Elizabeth Cleaver, Maxine Lintern and Mike McLinden
What is educational enquiry and why is it important?
Mike McLinden, Elizabeth Cleaver and Maxine Lintern
What do I need to know before I read educational literature?
Mike McLinden, Elizabeth Cleaver and Maxine Lintern
How is educational literature evidenced and reviewed?
Elizabeth Cleaver, Maxine Lintern and Mike McLinden
What about ethics and safety?
Maxine Lintern, Mike McLinden and Elizabeth Cleaver
What kind of data should I collect and use?
Maxine Lintern, Mike McLinden and Elizabeth Cleaver
What about dissemination?
 
PART TWO: ENQUIRY IN THE DISCIPLINES
Helen King and Tina Overton
Enquiry into learning and teaching in the physical sciences
Michael Grove and Joe Kyle
Enquiry into learning and teaching in mathematics and engineering
Helen Barefoot and Mark Russell
Enquiry into learning and teaching in the life sciences
Susan Orr and Julian McDougall
Enquiry into learning and teaching in arts and creative practice
Rebecca O'Loughlin and Elaine Fulton
Enquiry into learning and teaching in the humanities
Sharon Buckley and Patricia Fell
Enquiry into learning and teaching in the health professions
Rob Clucas and Gerry Johnstone
Enquiry into learning and teaching in the professions: the case of law

Focus on Educational Enquiry Chapters which deal with individual dicsiplines relevant to this University. However there is no chapter relating to the discipline of Education.

Mrs Lynn Boyle
ESCW - Education, Dundee University
July 22, 2015

Although this book was useful it did not meet all the needs of the course

Mrs Liz Snapes
Health & Social Care (Cambridge), Anglia Ruskin University
June 16, 2015

Useful resource.

Mrs Rhiannon Love
Teacher Development, Winchester University
May 21, 2015

Insightful and very helpful.

Miss Amy Clark
Sport Science, Tourism & Leisure Dept, Canterbury Christ Church University
May 7, 2015

This book supports our core reading material

Mr Mike Kershaw
Management , Knowsley Community College
April 28, 2015

A really useful book for current contexts where co-production across the academy is encouraged. Helps build research bridges between academic areas enabling the development of better practice. The overview of research methodology and dissemination, along with case studies of actual research projects really support understanding of how to carry out educational enquiry in practice.

Ms Shan Ashton
School for Lifelong Learning, Bangor University
April 21, 2015

Provide background information for my students.

Mrs Jo Augustus
Institute of Health and Applied Social Sciences, Worcester University
April 9, 2015

We will use and refer to chapter 1 to 9 in our teaching as the the texts in the book is right to the point as regards to bridging educational enquiry onto the subjects represented in our course. However, since our courses are tailored to math and science teaching, we need to include reading suitable for chemistry, biology, geology as well and since the matter of educational enquiry makes upp for one of three themes in the course, the whole book would make up for too big a part of the total course reading.

Dr Lotta Jons
Dpt of Mathemtics and Science Education, Stockholm University
March 27, 2015

An interesting and informative book for both students and new lecturers.

Miss Andrea Walker
Health and Community Studies , University of Bolton
March 18, 2015

Very useful text, good advise and guidence.

Mrs Petra Chipperfield
Department of Adult Nursing, City University
December 22, 2014

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