Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

Conrad, Clifton F.; Johnson, Jennifer L.; Gupta, Divya

doi:10.1007/s10755-007-9045-9

Cited by 16 publications

(11 citation statements)

References 26 publications

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“…There is a rapidly growing body of studies regarding approaches, strategies and techniques for enhancing teaching, learning and assessment (Conrad, Johnson, and Gupta 2007). Among the many studies on the themes of pedagogical approaches, John Biggs has proposed an integrative concept, constructive alignment (CA) (Biggs and Tang 2007, 52), to enhance the quality of teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

Wang

Cheung

et al. 2013

Assessment & Evaluation in Higher Education

139

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This paper investigates whether instructors' adoption of constructive alignment has any impact on university students' learning approaches, which are highly correlated with students' achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more 'constructively aligned courses' were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.

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Section: Introductionmentioning

confidence: 99%

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

Wang

Cheung

et al. 2013

Assessment & Evaluation in Higher Education

139

View full text Add to dashboard Cite

show abstract

“…A joint analysis approach to teaching effectiveness is student portfolios through which teachers and students share feedback and offer suggestions for improvement on teaching practices (Saravia, 2004). A lesson learned from these efforts is that linking teaching quality and learning outcomes not only provides a dimension of students' input to teaching effectiveness but also fosters a research-informed mindset of effectiveness, as it was exemplified in Conrad et al (2007) teaching-for-learning model.…”

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confidence: 99%

Professional development programmes at world-class universities

Jacob

Xiong

2015

Palgrave Commun

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Higher education professional development trends increasingly focus on areas of quality improvement, quality assurance and optimal technology delivery models to achieve academic excellence. World-class universities rely on their faculty professional development centres for an array of professional development programmes to support teaching, research and student learning. This article examines faculty development centres at eight world-class universities in Australia, China, the United Kingdom and the United States: Australian National University, London School of Economics and Political Science, Carnegie Mellon University, University of Hong Kong, University of Melbourne, University of Oxford, University of Pennsylvania and University of Pittsburgh. Findings from this study include the structural characteristics of each centre as well as a summary of best practices in terms of programme development and resource management. We provide suggestions and recommendations to assist higher education administrators interested in establishing or strengthening professional development programmes at their own institutions.

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“…Numerous models have previously been developed at the K-12 level or higher education levels (Conrad, Johnson, & Gupta, 2007;Dell'Olio & Donk, 2007;Kember, 1997;Light, Calkins, Luna, & Drane , 2009, Munro, 2005Seidel & Shavelson, 2007;Rue et al, 2010). Conrad et al (2007) presents a "Teaching-for-Learning" (TFL) model for a faculty development program. Rue et al (2010) developed an "Evaluating Learning Quality Model ("ELQ/AQA08") to assess quality teaching by focusing on the learning action, the context and settings, the functions and the outcome results.…”

Section: An Ecological Model For Teaching For All To Learnmentioning

confidence: 99%

Exemplary Teaching Practices across Educational Contexts (P-20+): Unifying Principles and an Ecological Model for Teaching for All to Learn

Ableser

2012

Journal of Teaching and Learning

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This paper highlights that teaching for all to learn is a central theme of exemplary practice across all educational contexts from preschool through graduate school (P-20+). Ten unifying principles will be presented based on this theme. Although these principles are consistent across P-20+ settings, the ways in which these practices are implemented will differ, depending on the context. An ecological model for teaching for all to learn will be developed, presenting a conceptual schema of the components and factors involved in exemplary teaching across all contexts from preschool, special education, elementary, secondary, through all levels of higher education.Are there similarities of exemplary practice that transcend all teaching contexts? What lessons can be learned from our colleagues who teach at different levels? Can university professors and elementary teachers learn from each other and share a common professional language? The educational professional community is far too often siloed into categories or groups based on a specific level or context of instruction. The vast majority of teaching conferences, journals, workshops, articles and research studies focus almost exclusively on one subject discipline or at one level of instruction. Although there is much to be gained from sharing content expertise with ones' peers, we are limiting our potential when we do not allow ourselves to view exemplary teaching and effective practices through a larger lens and broader perspective across contexts, levels of instruction and subject disciplines. This paper will illustrate that teaching for all to learn is a central theme of exemplary practice across all educational contexts from preschool through graduate school (P-20+). Ten unifying principles will be presented on this theme. Although these principles are consistent across P-20+ settings, the ways in which these practices are implemented will differ depending on the context. An ecological model for teaching for all to learn will be developed, presenting a conceptual schema of the components and factors involved in exemplary teaching across all contexts from P-12 through higher education settings.

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Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

Cited by 16 publications

References 26 publications

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

Professional development programmes at world-class universities

Exemplary Teaching Practices across Educational Contexts (P-20+): Unifying Principles and an Ecological Model for Teaching for All to Learn

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