Since 1986, when K. Patricia Cross first began to write and speak about Classroom Research, faculty across the country have been inspired by her vision of a learner-centered, teaching-directed approach aimed at understanding and improving student learning. In the intervening years, hundreds of college teachers at dozens of institutions have taken up her challenge to become Classroom Researchers, engaging in the systematic and ongoing study of teaching and learning. This volume is a collection of examples illustrating a range of ways Classroom Research can be used in a variety of disciplines and settings. It is a gathering of teachers' stories that are also teaching stories, narratives that distill hundreds of hours of experience into a few pages. Whether they are faculty, faculty developers, or academic administrators, readers can profit by learning from the hard-won experience and insights distilled in these early lessons from success. This is the 46th issue of the quarterly journal New Directions for Teaching and Learning.
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From the Inside Flap
Since 1986, when K. Patricia Cross first began to write and speak about Classroom Research, faculty across the country have been inspired by her vision of a learner-centered, teaching-directed approach aimed at understanding and improving student learning. In the intervening five years, hundreds of college teachers at dozens of institutions have taken up her challenge to become "Classroom Researchers," engaging in the systematic and ongoing study of teaching and learning. This volume of New Directions for Teaching and Learning is a collection of examples illustrating a range of ways Classroom Research can be used in a variety of disciplines and settings. It is a gathering of teachers' stories that are also teaching stories, narratives that distill hundreds of hours of experience into a few pages. Whether they are faculty, faculty developers, or academic administrators, readers can profit by learning from the hard-won experience and insights distilled in these early lessons from success. This is the 46th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
From the Back Cover
Since 1986, when K. Patricia Cross first began to write and speak about Classroom Research, faculty across the country have been inspired by her vision of a learner-centered, teaching-directed approach aimed at understanding and improving student learning. In the intervening five years, hundreds of college teachers at dozens of institutions have taken up her challenge to become "Classroom Researchers," engaging in the systematic and ongoing study of teaching and learning. This volume of New Directions for Teaching and Learning is a collection of examples illustrating a range of ways Classroom Research can be used in a variety of disciplines and settings. It is a gathering of teachers' stories that are also teaching stories, narratives that distill hundreds of hours of experience into a few pages. Whether they are faculty, faculty developers, or academic administrators, readers can profit by learning from the hard-won experience and insights distilled in these early lessons from success. This is the 46th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page.
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