scholarly journals Critical Teaching and Everyday Life

2019 ◽  
Vol 113 ◽  
pp. 10-11
Author(s):  
Buzz Alexander
Keyword(s):  
Everyday Life ◽  
College Classroom ◽  
Graduate Course ◽  
Critical Teaching

This Teaching Note describes Ira Shor’s work developing Freirian pedagogy for the college classroom and the use of his book in a graduate course for teachers.

Critical Teaching and Everyday Life

1980 ◽  
Vol 31 (4) ◽  
pp. 439
Author(s):  
Robert C. Rosen ◽  
Ira Shor
Keyword(s):  
Everyday Life ◽  
Critical Teaching

Critical Teaching and Everyday Life

1982 ◽  
Vol 53 (4) ◽  
pp. 485
Author(s):  
J. Bruce Francis ◽  
Ira Shor
Keyword(s):  
Everyday Life ◽  
Critical Teaching

Critical Teaching and Everyday Life

1982 ◽  
Vol 53 (4) ◽  
pp. 485-488
Author(s):  
J. Bruce Francis
Keyword(s):  
Everyday Life ◽  
Critical Teaching

Critical Teaching and Everyday Life

1981 ◽  
Vol 163 (1) ◽  
pp. 93-95
Author(s):  
Susan Gushee O'malley
Keyword(s):  
Everyday Life ◽  
Critical Teaching

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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