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The misuses and effective uses of constructivist teaching - Teachers and Teaching: Theory and Practice on 2009-11-13
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Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning. In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices.
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- Times Higher Education - Assessment criteria for practical skills on 2009-11-08
- The diversity paradox: does student diversity enhance or challenge excellence? - Journal of Further and Higher Education on 2009-11-06
- Assessment of learning, for learning, and as learning: New Zealand case studies - Assessment in Education: Principles, Policy & Practice on 2009-11-05
- Student-led facilitation strategies in online discussions - Distance Education on 2009-10-08
- Trainee teachers' use of blogs as private reflections for professional development - Learning, Media and Technology on 2009-09-23
- Designing assessment on 2009-09-10
- Centre for Teaching and Learning on 2009-09-08
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'I'm neither entertaining nor charismatic ' negotiating university teacher identity within diverse student groups - Teaching in Higher Education on 2009-09-08
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We also explore the influence of teachers' conceptions about themselves as teachers, about their students and their institutions on the teaching and academic engagement of students from a range of backgrounds. We conclude by suggesting how academic developers might support teachers in developing their understanding of student diversity and create opportunities to explore these concepts in relation to their own identities as teachers.
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Development of competencies and teaching-learning arrangements in higher education: findings from Germany - Studies in Higher Education on 2009-08-21
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The results of linear regression analyses suggest that the new bachelor programmes provide better conditions for developing key competencies, and also indicate what the ingredients of a competence-oriented teaching approach might be.
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