A bibliography of ideas for practitioners

✍ Scribed by Maryellen Gleason Weimer; Mary-Margaret Kerns

• Publisher: John Wiley and Sons
• Year: 1987
• Tongue: English
• Weight: 357 KB
• Volume: 1987
• Category: Article
• ISSN: 0271-0633
• DOI: 10.1002/tl.37219873211

✦ Synopsis

A fitting way to conclude this volume is by offering an annotated bibliography of additional sources for faculty who teach large classes. Several criteria influenced decisions about the kind of resources faculty would find useful. This is not a general bibliography on teaching and learning or on research literature. Collections of material on these topics are readily accessible elsewhere, including other volumes in this series. To date, the primary topic related to large classes that has been subjected to empirical investigation has been the impact of class size on student learning and satisfaction. The findings are interesting but inconclusive and, for the time being, not likely to affect current practices. At least for the foreseeable future, especially at our large public institutions, students will receive part of their education in courses enrolling many students.

Therefore, what follows is a bibliography of material written specifically about large classes, emphasizing sound, practical advice. Discovering material that met this criterion was not difficult. Much of what has been written about teaching large classes has been written for practitioners by practitioners. What is proposed in the bibliography is not supported by references to related research. However, the strategies, techniques, advice, and ideas are credible by virtue of the authors' having proven that they work in large classes.

M. G . Weimer (4.). Teaching Large Clarscs Well.