Synopses & Reviews
Classroom Research is designed for use in faculty discussion groups, workshops, and seminars to prepare discipline-oriented faculty for the Scholarship of Teaching and Learning. The book's real-life case studies illustrate basic principles of learning and provide provocative materials for discussion along with practical suggestions for research that can be conducted by faculty from all disciplines in their own classrooms.
"Cross and Steadman defiantly fling open the doors of our closed-classroom culture.... Classroom Research continues the Jossey-Bass tradition of well-made books." --Faculty Development
"For the devoted college teacher, Classroom Research is a guidebook on how to become a classroom researcher. And, for those who are interested in teaching and learning as an academic interest, Cross and Steadman have taken a difficult topic and developed a useful resource not only on how to develop hypotheses and investigate how students learn, but on the research literature in various realms of student learning." --Tronie Rifkin, assistant director, ERIC Clearinghouse for Community Colleges, Graduate School of Education and Information Studies, University of California, Los Angeles, J. Staff, Program, & Organization Development
Classroom Research is the long-awaited "next step" resource to Thomas A. Angelo and K. Patricia Cross' 1993 best-selling guide, Classroom Assessment Techniques. Classroom assessment is a set of tools faculty members can use to identify what's working and what is not in their classrooms. This new book is designed to be used by faculty members in groups and in workshops as a resource for searching out the best solutions for teaching and learning problems
Patricia Cross and Mimi Harris Steadman use a case method approach to take faculty members through the investigative process of pinpointing the nature and causes of problems with their teaching or students' difficulties in learning. The authors show how faculty can acquire the critical knowledge -- from research and literature as well as from students themselves -- to determine possible solutions which alternative solution best fits the instructor's needs.
Classroom Assessment Techniques offers faculty members a set of tools to identify what is working and what is not in their classrooms and the companion volume Classroom Research details a collaborative process for investigating teaching and learning issues. This process engages teachers in problem-based discussions, integrates their teaching experience with recent research and theory on learning, and gives examples of Classroom Assessment and Classroom Research projects that can be carried out in any classroom. It provides a pathway into "the scholarship of teaching". Designed to be used by faculty members in groups and in workshops, Classroom Research's case method approach illustrates ways to think about a variety of common learning issues. The cases show students in the process of learning, clearly illustrate their problems and perceptions, and focus on long-term issues such as memory, motivation, deep and surface learning, metacognition, learning strategies, gender issues, intellectual development, and critical thinking. The authors designed the discussion questions to provoke a lively exchange of ideas and interpretations, and they show how faculty can acquire the critical knowledge - from research and literature as well as from students themselves - to determine some possible solutions.
About the Author
K. PATRICIA CROSS is David Pierpont Gardner Professor of Higher Education at the University of California Berkeley. MIMI HARRIS STEADMAN is a research specialist at the National Center for Research in Vocational Education at the University of California, Berkeley.
Table of Contents
Introduction to Classroom Research.
?The Leslies? Learning Issues: Prerequisite Knowledge;
Metacognition and Learning Strategies;
Self-Confidence and Motivation.
?The Captive Audience? Learning Issues: Learning Goals;
Deep and Surface Learning, Student Ratings of Instruction.
?But Is It Working?? Learning Issues: Peer Learning and Intellectual Development, Critical Thinking.
?The Challenge? Designing Your Own Classroom Research.