Show simple item record

dc.contributor.authorGirgin, K. Z.en_US
dc.contributor.authorStevens, D. D.en_US
dc.date.accessioned2018-04-12T13:50:48Z
dc.date.available2018-04-12T13:50:48Z
dc.date.issued2005en_US
dc.identifier.issn1470-3297
dc.identifier.urihttp://hdl.handle.net/11693/38210
dc.description.abstractStudent-centred university classrooms not only support student learning but also provide a forum to practise the skills of democratic participation, a particularly important set of skills for citizens in young democracies like Turkey where this study takes place. Yet, often classroom assessment methods do not match these innovative teaching methods and, therefore, do not encourage students to increase and learn from their participation. This paper describes how two professors bridged innovative classroom instruction and student participation through the use of a detailed, written description of in-class participation. They document the changes in their classroom practices and the student responses to these innovations and assessments.en_US
dc.language.isoEnglishen_US
dc.source.titleInnovations in Education and Teaching Internationalen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/14703290500049059en_US
dc.titleBridging in-class participation with innovative instruction: use and implications in a Turkish university classroomen_US
dc.typeArticleen_US
dc.departmentDepartment of Managementen_US
dc.citation.spage93en_US
dc.citation.epage106en_US
dc.citation.volumeNumber42en_US
dc.citation.issueNumber1en_US
dc.identifier.doi10.1080/14703290500049059en_US
dc.publisherRoutledgeen_US
dc.identifier.eissn1470-3300


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record