Cost Considerations of Pedagogical Innovations
Bibliographic Data
| ID | 11062836 |
|---|---|
| Authors | Frank D Tinari (corresponding author) |
| Year | 1989 |
| Volume | 17 |
| Issue | 4 |
| Pages | 532 |
| Publication date | 1989-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1318462 |
| OpenAlex | W2331088360 |
| Language | EN |
| References cited | 2 |
In an informative and wide-ranging article, LovellTroy (1989) borrows from Bloom's Taxonomy of Educational Objectives (1956) to develop a schema for organizing the plethora of pedagogical techniques available to sociology teachers. (It is surprising to learn that teaching techniques, numbering at least 165, according to Baker (1985), have not been categorized by major type.) In the view of this reader, the article should succeed in whetting the pedagogical appetite of sociology teachers, if for no other reason than its clear linkage of various classroom teaching techniques with corresponding levels of learning objectives. At the same time, however, adoption of a critical but unstated assumption in the article serves to undermine the value of its contribution. The purpose of this comment is threefold: to make explicit this assumption, explain its implications for pedagogy research, and suggest ways of improving the selection of more effective teaching techniques. Despite the risk of seemingly validating the charge that economics continues to practice intellectual imperialism over other social sciences, these ideas are presented in the hope of improving not only the quality of the present dialogue but also future pedagogical research of concerned teachers
Economic growth · Economics · Engineering ethics · Higher education · Mathematics education · Pedagogy · Sociology · Educational Assessment and Pedagogy · Engineering · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Psychology
| Highly cited | No |
|---|