Gary James Harfitt
Dados Biográficos
| ID | 6155274 |
|---|---|
| NOME | Gary James Harfitt |
| PRENOMES | Gary James |
| SOBRENOME | Harfitt |
| ASSINATURA | HARFITT G J |
| AFILIAÇÕES | University of Hong Kong |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Leaving the comfort zone
Conceptions of excellent teaching
Academics nowadays are increasingly expected to implement high-quality teaching, what is frequently referred to as ‘excellent teaching’. Understandings of academics’ conceptions of excellent teaching are, however, limited, despite extensive research on different aspects of quality teaching. To address this gap, there is a need to expand the somewhat limited understanding of teaching as being located mainly within a subject matter and address the …
Transforming traditional models of initial teacher education through a mandatory experiential learning programme
An examination of class size reduction on teaching and learning processes
The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under‐researched area in this field…
Why ‘small’ can be better
A central issue in the class size debate is that while cutting class size might lead to improved teaching and learning, it is also possible that it may not if teachers do not seek to exploit the advantages of a smaller class size through an alternative pedagogy. Research suggests that teachers do not change their pedagogy when moving from large classes to smaller ones. This paper focuses on pedagogical practices in large and reduced-size secondar…
An examination of teachers’ perceptions and practice when teaching large and reduced-size classes
An examination of teachers’ perceptions and practice when teaching large and reduced-size classes
Why ‘small’ can be better
A central issue in the class size debate is that while cutting class size might lead to improved teaching and learning, it is also possible that it may not if teachers do not seek to exploit the advantages of a smaller class size through an alternative pedagogy. Research suggests that teachers do not change their pedagogy when moving from large classes to smaller ones. This paper focuses on pedagogical practices in large and reduced-size secondar…
An examination of class size reduction on teaching and learning processes
The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under‐researched area in this field…
Transforming traditional models of initial teacher education through a mandatory experiential learning programme
Conceptions of excellent teaching
Academics nowadays are increasingly expected to implement high-quality teaching, what is frequently referred to as ‘excellent teaching’. Understandings of academics’ conceptions of excellent teaching are, however, limited, despite extensive research on different aspects of quality teaching. To address this gap, there is a need to expand the somewhat limited understanding of teaching as being located mainly within a subject matter and address the …
Leaving the comfort zone
Psychology (6 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Teacher Education and Leadership Studies (4 obras) · Class size (3 obras) · Computer Science (3 obras) · School Choice and Performance (3 obras) · Sociology (3 obras) · Teaching method (3 obras) · Class (philosophy (2 obras)