株式会社極東書店トップ ＞ 商品一覧 ＞ The Instruction Myth : Why Higher Education Is Hard to Change, and How to Change It.
商品詳細
The Instruction Myth : Why Higher Education Is Hard to Change, and How to Change It.
・ISBN 978-1-9788-0445-6 cloth US$ 41.95
￥9,828.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Tagg, John, |
|---|---|
| 出版社 | (Rutgers U. Pr., US) |
| 出版年月 | 2019 |
| ページ数 | 346 pp. |
| 言語 | ENG |
| ニュース番号 | ＜654-L4195 654-P7264＞ |
解説
Higher education is broken, and we haven't been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it?
The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions.
This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what's ailing American higher education and a prescription for how it might still heal itself.
The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions.
This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what's ailing American higher education and a prescription for how it might still heal itself.