Listening for Disciplinary Differences in Faculty Goals. ASHE Annual Meeting Paper [electronic resource] / Melissa Eljamal and Others.
This study examined the specific words that college faculty in different disciplines use to convey goals for students using data from 1986-87 interviews with 62 faculty members teaching introductory colleges and a 1988-89 survey of 2105 faculty which established a listing of over 6000 goal statement...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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MARC
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| 100 | 1 | |a Eljamal, Melissa. | |
| 245 | 1 | 0 | |a Listening for Disciplinary Differences in Faculty Goals. ASHE Annual Meeting Paper |h [electronic resource] / |c Melissa Eljamal and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 44 p. | ||
| 500 | |a ERIC Document Number: ED402817. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (21st, Memphis, TN, October 31 - November 3, 1996). |5 ericd. | ||
| 520 | |a This study examined the specific words that college faculty in different disciplines use to convey goals for students using data from 1986-87 interviews with 62 faculty members teaching introductory colleges and a 1988-89 survey of 2105 faculty which established a listing of over 6000 goal statements. Goal statements were examined in order to understand the nuances of meaning behind phrases such as "effective thinking,""creative thinking" and "critical thinking" and to discover how disciplinary interpretations of such language differed. Study findings suggest that faculty do not consider effective thinking goals in isolation from other goals but express them in conjunction with other long-range goals such as basic skills acquisition, intellectual development, knowledge acquisition, future preparation, and personal development. Although effective thinking was usually broken into logical/deductive reasoning, critical/analytic thinking and problem-solving skills, these skills were so closely linked as to suggest that they were similar processes spoken of in different ways in different disciplines. Results suggest that, with faculty understanding of diverse perceptions of and approaches to thinking skills, a more successful general education program may be achieved. (Contains 39 references.) (PRW) | ||
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| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
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| 650 | 1 | 7 | |a Intellectual Development. |2 ericd. |
| 650 | 0 | 7 | |a Intellectual Disciplines. |2 ericd. |
| 650 | 0 | 7 | |a Logical Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Student Development. |2 ericd. |
| 650 | 0 | 7 | |a Thinking Skills. |2 ericd. |
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