This book explores the community of practice at New York City College of Technology engaged in interdisciplinary team teaching. Professors report on their high-impact practices when they combine the assets of different disciplines. Chapters feature examples of the innovative curriculum resulting from a true interdisciplinary system, including place-based learning. The book also discusses questions of validity and measuring the influence of high-impact practice within interdisciplinary co-teaching.
This book explores the community of practice at New York City College of Technology engaged in interdisciplinary team teaching. Professors report on their high-impact practices when they combine the assets of different disciplines.
Author: Reneta D. Lansiquot
Publisher: Springer Nature
In Interdisciplinary Courses and Team Teaching: New Arrangements for Learning, James R. Davis explains the benefits and pitfalls of interdisciplinary, team-taught courses and provides current, practical information on how to design and conduct them. Using examples from existing courses, he presents a convincing argument that team-taught, interdisciplinary classes are an improvement over the traditional disciplinary structure. Dr. Davis uses these examples to construct an "ideal" template for college teachers and administrators interested in implementing this innovative teaching method. Dr. Davis includes a listing of nearly 100 interdisciplinary, team-taught courses currently being offered at colleges and universities in North America. The course entries are arranged by general categories, such as general education, women's and gender studies, professional and technical programs, and electives. Each entry includes course title, offering institution, intended audience, disciplines, personnel, a general description, distinctive features, and a contact person with address and phone/fax numbers.
In Interdisciplinary Courses and Team Teaching: New Arrangements for Learning, James R. Davis explains the benefits and pitfalls of interdisciplinary, team-taught courses and provides current, practical information on how to design and ...
Author: James R. Davis
Team teaching - a pedagogical technique that shifts the role of instruction from the individual to a team - provides students with the opportunity to take a more active role in learning. Author Francis J. Buckley explains how and why team teaching works and provides a comprehensive review of research material with practical applications. The book covers the nature, purpose, types, history, and evaluation of team teaching, as well as the resources needed and the roles of teachers, students, and administrators. The author compares this teaching approach with traditional methods seeking to strengthen its appeal to initiates. Team Teaching: What, Why, and How is the fruit of 30 years of team teaching in graduate school, religious education, sociology, psychology, and elementary school.
The book covers the nature, purpose, types, history, and evaluation of team teaching, as well as the resources needed and the roles of teachers, students, and administrators.
Author: Francis J. Buckley
Category: Business & Economics
For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an over-view of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches. The interaction of two teachers—both the intellectual interaction involved in the design of the course, and the pedagogical interaction in the teaching of the course—creates a dynamic environment that reflects the way scholars make meaning of the world. The process naturally breaks down the teacher-centered classroom by creating a scholarly community in which teachers and students work together to understand important ideas, and where students don’t just learn content, but begin to understand how knowledge is constructed, grasp the connections between disciplines as well as their different perspectives, see greater coherence in the curriculum, and appreciate how having more than one teacher in the classroom leads naturally to dialogue and active learning. Each of the five examples in this book shares the story of a course at a different institution, and each is designed to reflect a number of different variables in team-taught courses. They represent courses in a variety of different disciplines, including the sciences, social sciences, humanities, and the arts; and at a range of levels, from first-year seminars to graduate courses. They also illustrate a number of different models for instructional teams, such as faculty from the same disciplines, from related disciplines, from two very different disciplines, from different institutions, and one pairing of a faculty member and a staff member. This book provides insight into the impact of team teaching on student learning and on faculty development. It also addresses the challenges, both pedagogical an administrative, that need to be addressed for team teaching to be effective.
We believe this type of collaborative and interdisciplinary interaction in and of
itself is a powerful demonstration to students that focused, interdisciplinary, team
approaches to the pursuit of knowledge are at the core of a liberal arts education.
Author: Kathryn M. Plank
Publisher: Stylus Publishing, LLC.
This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
Language Teaching Research, 7(2), 259–278. doi: 10.1191/1362168803lr125oa
Perry, B., and Stewart, T. (2005). Insights into effective partnership in
interdisciplinary team teaching. System, 33(4), 563–573. doi: 10.1016/j.system.
Author: Akira Tajino
Guidelines for creating interdisciplinary teaching teams in the high schools.
Guidelines for creating interdisciplinary teaching teams in the high schools.
Author: Paul Spies
Publisher: Phi Delta Kappa International Incorporated
The authors present works of art, artmaking skills, and ways of knowing as catalysts for learning across the traditional disciplinary boundaries in high school. Both timely and enduring, this is the book that will inspire and support the work of veteran, new, and pre-service high school art teachers. The book includes issues, theories, and practices related to high school curriculum, advocacy, classroom management, assessment, cultural understanding, idea-based instructional strategies, team-teaching, technology, visual culture, and student-initiated learning. The authors draw upon their own experiences and those of other high school art teachers to create a motivating and provocative text that challenges readers to critically and continually reflect, collaborate, read, and research their own interdisciplinary thinking, teaching, and learning processes. - Publisher.
Both timely and enduring, this is the book that will inspire and support the work of veteran, new, and pre-service high school art teachers.
Author: Pamela G. Taylor
Publisher: National Art Education Assn
Author: San Diego City Schools
Pursuit of Excellence in a Networked Society gives an overview of research and practice, describing and exploring efforts toward continuous improvement in programming to promote excellence. The talent development of students and teachers is a hot topic in today's knowledge-based society which increasingly demands innovative, reflective, and globally-aware citizens. Educational programmes especially designed to prepare academically motivated students for their future role now wrap around the globe. Therefore, in order to support continuous growth and opportunities for challenging our advanced learners, we have opened up new ways for sharing knowledge and to encourage the building up of partnerships and conversations between researchers and teachers. The Research Centre for Talent Development in Higher Education and Society, headed by Marca Wolfensberger and based at Hanze University of Applied Sciences in the Netherlands, organised the first international conference 'Evoking Excellence in Higher Education and Beyond'. As Joseph Renzullli says in the foreword, this conference brought together scholars and educators from around the world to share their work in promoting high-level learning experiences. Presenters discussed their research and practical efforts in honours programmes, gifted programmes, and other contexts aimed at evoking excellence. This book offers a selection of the work of those presenting at this conference. Across six chapters, the following topics are discussed: teaching strategies, culture of excellence, students' perspectives, professional excellence, ethics and intercultural perspectives, and giftedness across educational sectors. The book offers readers a comprehensive view of the field of excellence in education as well as an overview for readers interested in setting-up initiatives to foster excellence among their own students and employees.
Recommendations. for. Successful. Interdisciplinary. Team-Teaching. Linda Frost
and Barbara Hussey Interdisciplinary instruction is a mainstay of honours
pedagogy in the United States. Utilizing teams of faculty members to represent
Author: Marca V.C. Wolfensberger
Publisher: Waxmann Verlag
While health care struggles with financing and quality care, educators, clinicians, administrators, and policy makers ignore an untapped resource. Well functioning interdisciplinary health care teams differ from current views of teams. An understanding of this hidden resource, as developed by Drinka and Clark, can help America's health care system.
Well functioning interdisciplinary health care teams differ from current views of teams. An understanding of this hidden resource, as developed by Drinka and Clark, can help America's health care system.
Author: Theresa J. K. Drinka
Publisher: Greenwood Publishing Group
Category: Health & Fitness
"This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology"--Provided by publisher.
As stated earlier, administrative support must begin with allowing teachers to
elect team teaching rather than having it imposed ... MERGING
INTERDISCIPLINARY FACULTY Team teaching across disciplines affords faculty
an opportunity to ...
Author: Kidd, Terry T.
Publisher: IGI Global
Author: McGraw-Hill Staff
Program If team teaching offers opportunities unlimited , how does curriculum
serve as a guide without hindering innovation ? In the interdisciplinary approach
to team teaching , curriculum provides the fabric upon which different disciplines
Author: Glenda Hanslovsky
Publisher: Merrill Publishing Company
Category: Teaching teams
The authors discuss their experience as participants in the groundbreaking Hartford Foundation initiative to create geriatric interdisciplinary team training (GITT) programs in 8 model sites nationwide. They suggest various solutions to the problems one is most likely to encounter while designing and implementing GITT programs.
Team teaching is intended to enhance trainee and faculty learning and facilitate
interdisciplinary involvement . Teaching collaboratively can serve as a model for
teaching trainees useful attitudes , knowledge , and skills ( Robinson & Schaible
Author: Eugenia L. Siegler
This resource provides a user-friendly process for creating a curriculum year overview that meets standards. Includes developed curriculum maps, blank templates, and more!
Because it features a master plan, a CYO can also foster teamwork among job
share partners, teachers on an interdisciplinary team, and those who work at the
same grade level. In a job share situation, the CYO certainly aids in continuity, ...
Author: Kathy Tuchman Glass
Publisher: Corwin Press
Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
One educator worried about her school, where “none of the faculty teaching the
major nursing theory/clinical major courses teach clinical and all are out of step
with current clinical ... There were instances of interdisciplinary team teaching, ...
Author: Patricia Benner
Publisher: John Wiley & Sons
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.
... a PhD project designed to investigate team-teaching at a Japanese institution
of tertiary education (Gladman, 2009). ... classes, MIC employs an unusual team-
teaching practice, called collaborative interdisciplinary team-teaching (CITT).
Author: Roger Barnard
Publisher: Multilingual Matters
Category: Language Arts & Disciplines
The exceptional feature of this book is that it covers both middle school concepts and the basic information needed to understand young adolescents, ages 10-14. It provides the essential knowledge for middle school teaching including young adolescent development, organization, core and exploratory curricula, instructional strategies, and concepts. Distinguished by its skillful blending of research and practice, it enables readers to move from theory to practice. Chapter coverage explores how middle school educators provide culturally and gender responsive educational experiences for particular topics. Discussion of the latest technology gives today's teachers access to the vast world of information and helps them take advantage of the rapidly changing technological advances. Anecdotal accounts, case studies, and scenarios provide actual accounts of experiences with young adolescents and how middle school teachers have handled these situations and issues. For general education teachers at the middle school level.
ORGANIZATION - INTERDISCIPLINARY TEAMS For many years , teachers have
planned for classes , collected teaching materials , decided on teaching methods
, and taught in isolation . Working alone , they did not know other teachers ...
Author: M. Lee Manning
Publisher: Prentice Hall