Katherine H. Greenberg is Professor Emerita, Department of Educational Psychology at The University of Tennessee, Knoxville. Neil Greenberg is Professor Emeritus, Department of Ecology and Evolutionary Biology at The University of Tennessee, Knoxville. Sandra Thomas is Chair of the PhD. Program in the College of Nursing at The University of Tennessee, Knoxville. Howard R. Pollio is Professor Emeritus, Department of Psychology at The University of Tennessee, Knoxville. Brian Sohn is Assistant Professor, Department of Education and Counseling, Carsen-Newman University, Jefferson City, TN John Smith is Associate Professor of Mathematics, Pellissippi State Community College, Knoxville, Tn.
Inhaltsangabe
Chapter 1. The Lifeworld of the Classroom Chapter 2. Getting DEEP: The Integrative Biology of Teaching and Learning Chapter 3. Preparation for Teaching: "What Can They Experience in Class?" Chapter 4. Teaching as Improvisational Jazz: "To Go Somewhere to Answer a BIG Question" Chapter 5. Free to Learn: A Radical Aspect of Our Approach Chapter 6. Student Experiences of Other Students: "All Together in This Space" Chapter 7. Transcending the Classroom: Student Reports of Personal and Professional Change Chapter 8. Messing Up and Messing About: Student Needs and Teachers' Adaptation of Our Phenomenological Approach Chapter 9. The Contribution of Our Existential Phenomenological Approach to Higher Education Pedagogy: Implications for Theory, Research, and Practice References
Chapter 1. The Lifeworld of the Classroom Chapter 2. Getting DEEP: The Integrative Biology of Teaching and Learning Chapter 3. Preparation for Teaching: "What Can They Experience in Class?" Chapter 4. Teaching as Improvisational Jazz: "To Go Somewhere to Answer a BIG Question" Chapter 5. Free to Learn: A Radical Aspect of Our Approach Chapter 6. Student Experiences of Other Students: "All Together in This Space" Chapter 7. Transcending the Classroom: Student Reports of Personal and Professional Change Chapter 8. Messing Up and Messing About: Student Needs and Teachers' Adaptation of Our Phenomenological Approach Chapter 9. The Contribution of Our Existential Phenomenological Approach to Higher Education Pedagogy: Implications for Theory, Research, and Practice References
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