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  • Revision history of "Section 6.2 Need for Reflection" - UCD - CTAG
    bytes 193 cur prev 17 37 14 September 2011 Djennings Talk contribs 3 101 bytes 1 829 cur prev 17 35 14 September 2011 Djennings Talk contribs 1 272 bytes 264 cur prev 17 35 14 September 2011 Djennings Talk contribs 1 008 bytes 1 008 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Hendry and Dean 2002 support Ramsden s 1992 assertion that

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.2_Need_for_Reflection&action=history (2016-02-14)
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  • Section 6.3 Positive Impact of SET on Teaching - UCD - CTAG
    in one place Based on your experience and the literature you ve considered to date use the table below to identify the positive consequences or implications of SET at each level Summative Formative Student Lecturer Module Institution Other Misc Back to 6 2 Continue to Section 6 4 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 3 Positive Impact of SET on Teaching

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.3_Positive_Impact_of_SET_on_Teaching&oldid=1839 (2016-02-14)
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  • View source for Section 6.3 Positive Impact of SET on Teaching - UCD - CTAG
    Based on your experience and the literature you ve considered to date use the table below to identify the positive consequences or implications of SET at each level form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE div class exercise exercise table Summative Formative Student input type textarea name Summative userform name Summative input type textarea name Formative userform name Formative Lecturer input type textarea name Summative userform name Summative input type textarea name Formative userform name Formative Module input type textarea name Summative userform name Summative input type textarea name Formative userform name Formative Institution input type textarea name Summative userform name Summative input type textarea name Formative userform name Formative Other Misc input type textarea name Summative userform name Summative input type textarea name Formative userform name Formative div input type submit value Save Your Answers class save button formend span class back step link Section 6 2 Need for Reflection Back to 6 2 span span class next step link Section 6 4 Negative Consequences of SET on Teaching Continue to Section 6 4 span span class back step link Section 6 Impact On Teaching Back To Section 6 span br

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  • Revision history of "Section 6.3 Positive Impact of SET on Teaching" - UCD - CTAG
    54 14 September 2011 Djennings Talk contribs 1 938 bytes 1 cur prev 17 54 14 September 2011 Djennings Talk contribs 1 937 bytes 264 cur prev 17 54 14 September 2011 Djennings Talk contribs 2 201 bytes 264 cur prev 17 54 14 September 2011 Djennings Talk contribs 1 937 bytes 1 937 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div class light

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  • Section 6.4 Negative Consequences of SET on Teaching - UCD - CTAG
    and universities Section 6 4 1 Students Section 6 4 2 Staff Section 6 4 3 Module Stage or Programme Section 6 4 4 Institutional Section 6 4 5 Other Negative Consequences Back to 6 3 Continue to Section 6 4 1 Back To Section 6 Retrieved from http www ucdoer ie index php title Section 6 4 Negative Consequences of SET on Teaching oldid 1855 Page tools Printable version

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  • View source for Section 6.4 Negative Consequences of SET on Teaching - UCD - CTAG
    can view and copy the source of this page NOTITLE NOTOC div class light blue corner Template Page Header div Some of the potential negative consequences of SET are discussed below in terms of how they impact on students academic staff module stage programme and universities h2 Section 6 4 1 Students h2 h2 Section 6 4 2 Staff h2 h2 Section 6 4 3 Module Stage or Programme h2 h2 Section 6 4 4 Institutional h2 h2 Section 6 4 5 Other Negative Consequences h2 br class clear span class back step link Section 6 3 Positive Impact of SET on Teaching Back to 6 3 span span class next step link Section 6 4 1 Students Continue to Section 6 4 1 span span class back step link Section 6 Impact On Teaching Back To Section 6 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 6 4 Negative Consequences of SET on Teaching Retrieved from http www ucdoer ie index php title Section 6 4 Negative Consequences of SET on Teaching Page tools Printable version A Z glossary of terms Who s online Most recent additions

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  • Revision history of "Section 6.4 Negative Consequences of SET on Teaching" - UCD - CTAG
    823 bytes 5 cur prev 18 01 14 September 2011 Djennings Talk contribs 818 bytes 344 cur prev 18 00 14 September 2011 Djennings Talk contribs 1 162 bytes 264 cur prev 18 00 14 September 2011 Djennings Talk contribs 898 bytes 898 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Some of the potential negative consequences of SET are discussed below in terms

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  • Section 6.4.1 Students - UCD - CTAG
    than inattention to their comments see Section 5 As a consequence students become increasingly disenfranchised and more cynical towards the process Spencer Schmelkin 2002 limiting the quality of the information provided and depending on how data are used posing a serious threat to individual academics An additional negative outcome cited by Algozzine et al 2004 comes from the following quote from Platt I cannot think that the habit of evaluating one s teacher can encourage a young person to long for the truth to aspire to achievement to emulate heroes to become just or to do good To have one s opinions trusted utterly to deliver them anonymously to have no check on their truth and no responsibility for their effect on the lives of others are not good for a young person s moral character To have one s opinions taken as knowledge accepted without question inquiry or conversation is not an experience that encourages self knowledge Platt 1993 33 34 Activity 6 4 1 To what extent to you agree with the comment expressed by Platt 1993 above What does this suggest about their role in the SET process Is there a way this concern could be remedied

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.1_Students&oldid=2665 (2016-02-14)
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