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By W. Norton Grubb

In keeping with study on group university instructing, this article examines the character of training and the institutional forces that form it in numerous arenas. Drawing on observations of and interviews with over three hundred teachers and directors, the booklet records the exact instructing practices of lecturers who discover ways to train basically by way of trial and blunder.

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In a particularly vivid metaphor, one electronics instructor described the instructordominated classroom as a “sheepdog situation”: It’s like a sheepdog situation. The sheep wander one way, and the dog runs around and barks in that direction, and herds ’em back, and then some more sheep will run over here. . All you can hope to do is have the sheep through the gate by the time they get down to the lowlands. So it’s the same thing out here. Different sheep, different directions. Lecture is one standard mode of the teacher-centered classroom, though we will clarify that instructors can dominate the classroom in several different ways.

Introduction  science that can be taught in several distinctive ways. In the occupational area we tended to concentrate on automotive, business, and drafting, as well as some locally oriented subjects (dairy herd management in Iowa, construction management in Seattle). While not random, the subjects we observed still cover a wide variety of those typical in community colleges. In a few institutions we asked administrators to nominate especially effective instructors, and observed both the nominated individuals and others whom we chose.

20. This kind of research could easily be carried out by faculty members themselves, as part of processes in which faculty members observe and learn from each other. This is consistent with the movement for “teachers as researchers”; see especially Palmer, 1993, and Boyer, 1990. 21. This research is summarized particularly in Hanushek, 1986 and 1989; see the statistical rejoinder by Hedges, Lane, and Greenwald, 1994. For our critique of this literature, see Chapter 9. 1 INSTRUCTORS’ APPROACHES TO PEDAGOGY AND THE M U LT I P L E C O N C E P T I O N S O F “GOOD TEACHING” It’s hard to talk about teaching.

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