Using the Personalized System of Instruction to Teach African History
Bibliographic Data
| ID | 2594436 |
|---|---|
| Authors | Thomas O’toole (0000-0001-9830-4229, corresponding author), Thomas O''Toole, Thomas O'Toole |
| Year | 1977 |
| Volume | 20 |
| Issue | 2 |
| Pages | 101 |
| Publication date | 1977-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | African Studies Review (JOURNAL) |
| Journal identifiers | ISSN: 0002-0206 • E-ISSN: 1555-2462 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/523655 |
| OpenAlex | W1988939683 |
| Language | EN |
| References cited | 4 |
Reluctantly and sporadically college and university instructors of African history surveys are discovering that effective teaching is not guaranteed solely by the excellence of our research. Like historians in other specialties we are also discovering that student and administrator evaluation of our teaching, particularly at the lower division survey level, is growing more critical. Unfortunately few of us are prepared to bridge the gap between the specialized approach engendered by our graduate school training and the pedagogical needs of the increasingly heterogeneous audiences we meet in our undergraduate history surveys. This essay is directed toward bridging this gap. Rather than simply presenting a theoretical discussion on the relative merits of this particular approach to undergraduate education, a single sample unit is offered for critical evaluation
Mathematics education · African cultural and philosophical studies · African history and culture analysis · Computer Science · Innovations in Educational Methods · Psychology
| Highly cited | No |
|---|