John Bruce Francis
Biographic Data
| ID | 5450831 |
|---|---|
| NAME | John Bruce Francis |
| GIVEN NAMES | John Bruce |
| FAMILY NAME | Francis |
| SIGNATURE | FRANCIS J B |
| AFFILIATIONS | Walden University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 1982 |
| H-INDEX | 1 |
Critical Teaching and Everyday Life
How Do We Get There from Here
This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-rai…
On the Scholarly Activity of Higher Educationists
(1973). On the Scholarly Activity of Higher Educationists. The Journal of Higher Education: Vol. 44, No. 1, pp. 51-60
On the Scholarly Activity of Higher Educationists
(1973). On the Scholarly Activity of Higher Educationists. The Journal of Higher Education: Vol. 44, No. 1, pp. 51-60
Critical Teaching and Everyday Life
How Do We Get There from Here
This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-rai…
On the Scholarly Activity of Higher Educationists
(1973). On the Scholarly Activity of Higher Educationists. The Journal of Higher Education: Vol. 44, No. 1, pp. 51-60
How Do We Get There from Here
This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-rai…
Critical Teaching and Everyday Life
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Higher education (2 works) · Higher Education Governance and Development (2 works) · Law (2 works) · Law (2 works) · Political science (2 works) · Teacher Education and Leadership Studies (2 works)