Exploring the scholarship of teaching

Journal of Higher Education

Volumn 71, Issue 4, 2000, Pages 476-495

  Kreber, Carolin ^a   Cranton, Patricia A ^b  

^a UNIVERSITY OF ALBERTA   (Canada)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034215201     PISSN: 00221546     EISSN: None     Source Type: Journal    
DOI: 10.1080/00221546.2000.11778846     Document Type: Article

References (38)

1. Adam, B. E., & Roberts, A. O. (1993). Differences among the disciplines. In R. M. Diamond & B. E. Adam (Eds.), Recognizing faculty work: Reward systems for the year 2000 (pp. 23-63). New Directions for Higher Education, no. 81. San Francisco: Jossey-Bass.
2. Boileau, D. M. (1993). Scholarship reconsidered: A challenge to use teaching portfolios to document the scholarship of teaching. JACA, 3, 19-23.
3. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Endowment for the Advancement of Teaching.
4. Cross, K. P. (1990a). Teachers as scholars. AAHE Bulletin, 43(4), 3-5.
5. Cross, K. P. (1990b). Classroom research: Helping professors learn more about teaching and learning. In P. Seldin (Ed.), How administrators can improve teaching (pp. 122-142). San Francisco: Jossey-Bass.
6. Cunsolo, J., Elrick, M. F, & Middleton, A., & Roy, D. (1996). The scholarship of teaching: A Canadian perspective with examples. The Canadian Journal of Higher Education, 26(1), 35-56.
7. Diamond, R. M. (1993). Changing priorities and the faculty reward system. In R. M. Diamond & B.E. Adam (Eds), Recognizing faculty work: Reward systems for the year 2000 (pp. 5-23). New Directions for Higher Education, no. 81. San Francisco: Jossey-Bass.
8. Diamond, R. M., & Adam, B. E. (Eds.). (1993). Recognizing faculty work: Reward systems for the year 2000. New Directions for Higher Education, no. 81. San Francisco: Jossey-Bass.
9. Edgerton, R., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship of teaching. Washington, DC: American Association for Higher Education.
10. Ewert, G. D. (1991). Habermas and education: A comprehensive overview of the influence of Habermas in educational literature. Review of Educational Research, 61, 345-378.
11. Gagné, R. M., & Briggs, L. J. (1979). Principles of instructional design. New York, NY: Holt, Rinehart, & Winston.
12. Glassick, C. E., Taylor Huber, M., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
13. Habermas, J. (1971). Knowledge and human interests. Boston: Beacon Press.
14. Habermas, J. (1981). Theorie des kommunikativen Handelns (Vols. 1, 2). Frankfurt a. M., Germany: Suhrkamp.
15. Kelly, G. J., Carlsen, W. S., & Cunningham, C. M. (1993). Science education in socio-cultural context: Perspectives from the sociology of science. Science Education, 77(2), 207-220.
16. Knapper, C. (1995). The origins of teaching portfolios. Journal on Excellence in College Teaching, 6(1), 45-57.
17. Kreber, C. (1998). Perfektion durch Reflexion: Das Lehrportfolio zur Beurteilung und Professionalisierung der Hochschullehre. Handbuch Hochschullehre, pp. 1-23. Bonn, Germany: RAABE Verlag.
18. Kreber, C. (1999). A course-based approach to the development of teaching-scholarship: A case study. Teaching in Higher Education, 4, 309-325.
19. Kreber, C. (2000). How teaching award winners conceptualize academic work: Further thoughts on the meaning of scholarship. Teaching in Higher Education, 5(1), 61-78.
20. Kreber, C., & Cranton, P. A. (1997). Teaching as scholarship: A model for instructional development. Issues and Inquiry in College Learning and Teaching, 19(2), 4-13.
21. Lincoln, Y. S., & Guba, E. G.(1985). Naturalistic inquiry. Newbury Park, CA: Sage.
22. Menges, R. J., & Weimer, M. (1996). Teaching on solid ground: Using scholarship to improve practice. San Francisco: Jossey-Bass.
23. Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago Press.
24. Mezirow, J. (Ed.). (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.
25. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
26. Morehead, J. W., & Shedd, P. J. (1996). Student interviews: A vital role in the scholarship of teaching. Innovative Higher Education, 20, 261-269.
27. Paulsen, M. B., & Feldman, K. A.(1995). Toward a reconceptualization of scholarship: A human action system with functional imperatives. Journal of Higher Education, 66, 615-641.
28. Rice, R. E. (1991). The new American scholar: Scholarship and the purposes of the university. Metropolitan Universities, 1, 7-18.
29. Richlin, L. (Ed.). (1993). Preparing faculty for the new conceptions of scholarship. New Directions for Teaching and Learning, no. 54. San Francisco: Jossey-Bass.
30. Ronkowski, S. A. (1993). Scholarly teaching: Developmental stages of pedagogical scholarship. In L. Richlin (Ed.), Preparing faculty for the new conceptions of scholarship (pp. 79-91). New Directions for Teaching and Learning, no. 54. San Francisco: Jossey-Bass.
31. Seldin, P., & Associates (1993). Successful teaching portfolios. Bolton, MA: Anker Publishing Company.
32. Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-37). New York: Macmillan.
33. Shulman, L. S. (1987). Knowledge and teaching. Harvard Educational Review, 57, 1-22.
34. Smith, B. A. (1995). Creating a culture of teaching through the teaching portfolio. Journal on Excellence in College Teaching, 6(1), 75-101.
35. Taylor, K. L. (1993). The role of scholarship in university teaching. The Canadian Journal of Higher Education, 23(3), 64-79.
36. Weimer, M. (1992). Scholarship of teaching. Journal of the Freshman-Year Experience, 4(1), 41-58.
37. Weinert, F. E., Schrader, F. W., & Helmke, A. (1990). Educational expertise. Closing the gap between educational research and classroom practice. School Psychology International, 11, 163-180.
38. Zuber-Skerrit, O. (1992). Professional development in higher education: A theoretical framework for action research. London: Kogan Page.