One Teacher, One Classroom: A Problem in Writing?
Regarding higher education, this article centers on the relationships between writing transfer, including teaching for transfer (TFT), and high-impact practices (HIPs) and characterizes how these relationships may contribute to student learning in general but learning to write in particular. To begi...
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| Veröffentlicht in: | Journal of higher education theory and practice 2020-12, Vol.20 (10), p.66-77 |
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| container_title | Journal of higher education theory and practice |
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| creator | Matzen, Richard N |
| description | Regarding higher education, this article centers on the relationships between writing transfer, including teaching for transfer (TFT), and high-impact practices (HIPs) and characterizes how these relationships may contribute to student learning in general but learning to write in particular. To begin, Richard Matzen extrapolates positive features for educational reform from sources written prior to the coronavirus (COVJD-19) pandemic. After explaining how HIPs and writing transfer activate these features, and contextualizing such with the pandemic, Matzen suggests that how well educational reforms may proceed after the pandemic may depend on how valuable equity and student-centered education is in higher education. |
| doi_str_mv | 10.33423/jhetp.v20i10.3652 |
| format | Article |
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| ispartof | Journal of higher education theory and practice, 2020-12, Vol.20 (10), p.66-77 |
| issn | 2158-3595 2158-3595 |
| language | eng |
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| source | Education Source; EZB-FREE-00999 freely available EZB journals |
| subjects | Colleges & universities Coronaviruses COVID-19 Education reform Educational Change Educational Theories Experiential Learning Higher education Learner Engagement Student Behavior Teaching Undergraduate Students |
| title | One Teacher, One Classroom: A Problem in Writing? |
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